Transcript Spelling rules- Year 4 - St Thomas` CE Primary School

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Set 1: Plurals of words ending in “y”
What is the spelling rule?
If the word ends in a vowel (a,e,i,o,u) + y then just add ‘s’
For example: boy/boys,
When the letter before a ‘y’ is a consonant, change the
‘y’ to an ‘i’ before adding an ‘es’.
For example: baby = babies
Activity 1
Look
Say
Cover
Write
Check
1.
family
2.
city
_____________
3.
families
_____________
4.
replies
_____________
5.
pony
_____________
6.
cities
_____________
7.
berry
_____________
8.
berries
_____________
9.
reply
_____________
10. ponies
_____________
_____________
Activity 2
Have a go at these words using the rule.
First, underline the letter before the ‘y’ BLUE if it is a
consonant – this will help you to remember you need to
change the ‘y’
1. daisy →
2. ferry →
3. army →
4. party →
5. fly →
6. day →
7. cherry →
8. belly →
9. jelly →
10. filly →
Set 2 : Suffixes: –ed, –ing, –er and –est with
words ending in ‘y’
What is the spelling rule?
For root words ending in –y with a consonant before it,
Change the ‘y’ to ‘i’ before adding –ed, –er and –est. BUT
NOT before –ing as this would give ‘ii.’
Exception: skiing and taxiing – these are the only 2 ‘ii’ words
copying, crying, replying
Activity 1
Look
Say
Cover
Write
Check
1.
happiest
2.
crying
_____________
3.
replied
_____________
4.
prettiest
_____________
5.
happier
_____________
6.
cried
_____________
7.
copied
_____________
8.
replying
_____________
9.
prettier
_____________
10. copying
_____________
_____________
Activity 2
Find the spellings words in the wordsearch.
One is missing – write which one at the bottom of the
page!
a c h s l
h a p p i
e s t
b n
n r
e p l
y i
n g n a e t
g I
s i
n a t
y v d d a h s l
r
i
d e n c a r
n e u e g h m a e
e d y i
t
o r
l
o e o t
i
h r
i
u q a s o d r
o s n f
i
v e m e v i
o h a r
p c a t
e p l
u n z p e r
g u j
c o p y i
r
g l
i
i
a m c b
d i
s r
a u r
e a s e
f
a i
m u u h i
g n i
e s d t
n g s u r
k m b s u o i
t
e p v o y
e d a r
a u t
s e g b u a j
a s t
s t
n s p a e h p c i
c r
t
f
y r
t
c e t
g c b n e
w a j
l
c i
a p
l
Missing word: _________________________
r
Set 3: Suffixes: –ed, –ing, –er, –est and –y
with words ending in ‘e’
If the root word has a consonant before the ‘e’ , the ‘e’ at
the end of the root word is dropped before–ed, –ing, –er,
–est, –y are added.
Exception: being
Activity 1
Look
Say
Cover
Write
Check
1.
nicer
2.
hiked
_____________
3.
strike
_____________
4.
nicest
_____________
5.
being
_____________
6.
striking
_____________
7.
braving
_____________
8.
brave
_____________
9.
hiking
_____________
10. bravest
_____________
_____________
Activity 2
PYRAMIDS
Build up your words to make a pyramid, adding a letter
each time. Try to do this for all 10 words!
Example:
b
be
b e i
b e i n
b e i n g
Set 4: adding ‘ed’, ‘ing’, ‘er’, ‘est’ and ‘y’ to
words with consonant and short vowel sounds
The last consonant letter of the root word is doubled to
keep the /æ/, /ɛ/, /ɪ/, /ɒ/ and /ʌ/ sound (to keep the vowel
‘short’).
Exception: The letter ‘x’ is never doubled: mixing, mixed,
boxer, sixes.
Activity 1
Look
Say
Cover
Write
Check
1.
dropping
_____________
2.
waxed
_____________
3.
saddest
_____________
4.
wetter
_____________
5.
dropped
_____________
6.
sadder
_____________
7.
runny
_____________
8.
wettest
_____________
9.
fatter
_____________
10. running
_____________
Activity 2
Colourful Consonants
Write out the words whilst colouring all the consonants.
Example:
saddest
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Set 5 : Adding ‘-ing
What are the spelling rules?
Words that end in e, drop the e and add ing.
For example: give = giving
Words that have two vowels before the last letter just add ing.
For example: read = reading
Words that have two consonants at the end just add ing.
For example: pick = picking
Words that end in a consonant and have a vowel before it
double the last letter and add ing.
For example: swim = swimming
Activity 1
Look
Say
Cover
Write
Check
1.
walking
_____________
2.
running
_____________
3.
sleep
_____________
4.
writing
_____________
5.
dancing
_____________
6.
eating
_____________
7.
skipping
_____________
8.
loving
_____________
9.
dreaming
_____________
10. winning
_____________
Activity 2
Use the rules to add ‘-ing’ to these root words:.
1. watch →
2. race →
3. travel →
4. spin →
5. play →
6. peek →
7. speak →
8. stop →
9. laugh →
10. leave →
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
Set 6: Words ending in -ship
What is the spelling rule?
No letters are dropped – just add ‘-ship’ to the root word
Words ending in –ship are nouns of the state, or skill of
something.
For example: friendship – the state of being friends
leadership – the skill of being a leader
Activity 1
Look
Say
Cover
Write
Check
1.
friendship
_____________
2.
leadership
_____________
3.
membership
_____________
4.
championship
_____________
5.
relationship
_____________
6.
stewardship
_____________
7.
sportsmanship
_____________
8.
citizenship
_____________
9.
censorship
_____________
10. ownership
_____________
Activity 2
STORY TIME
Write a short story using as many of the ‘-ship’ words
as you can.
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
Set 7: Words ending in -ment
What is the spelling rule?
No letters are dropped – just add ‘-ment’ to the root word –
even if it ends in ‘e’
Words ending in –ment are nouns meaning action or result.
For example: achievement – the result of achieving
something
Exception:
Argue = argument – one where we lose the ‘-e’
Activity 1
Look
Say
Cover
Write
Check
1.
achievement
2.
attachment
_____________
3.
argument
_____________
4.
employment
_____________
5.
treatment
6.
advertisement
_____________
7.
settlement
_____________
8.
embarrassment
_____________
9.
engagement
_____________
10. movement
_____________
_____________
Activity 2
Using a dictionary, choose 5 of the words and see if you
can find others in their word families.
CLUE: Think about all the other suffixes you have
learnt before. Colour in the root word!
For example:
treat
treatment
treating
treated
treaty
Set 8: Words ending in -ness
What is the spelling rule?
If the word ends in ‘-y’ change the ‘-y’ to an ‘-i’ before
adding ‘-ness’ – otherwise, just add ‘-ness’ to the root
word.
For example: happy = happiness
Exception: shy = shyness
Words ending in –ness are nouns of state or quality
Activity 1
Look
Say
Cover
Write
Check
1.
happiness
2.
forgiveness
_____________
3.
cheerfulness
_____________
4.
nastiness
_____________
5.
sadness
_____________
6.
weakness
_____________
7.
fierceness
_____________
8.
shyness
_____________
9.
darkness
_____________
10. illness
_____________
_____________
Activity 2
SPOT THE SUFFIX!
Read the story and shade in colour all the ‘-ness’ words.
If you want an extra challenge – write your own story using
some ‘-ness’ words!
Melissa and the fierce Greek monster
Melissa was a beautiful Greek princess who lived on the Island of
Loveliness. She was always happy and everyone on the island
commented on her cheerfulness. One day, Melissa was smiling about
the brightness of the day, and she decided to go for a walk. Off she
went and enjoyed the freshness of the air and greatness of the
beautiful island mountains. Then, before she could return home,
darkness came. Melissa thought the lateness of the day had come
very early.
She got lost, and, usually full of fearlessness, was feeling very afraid.
She had heard stories of a monster that appears at night in the
gloominess of the dark!.
She heard a sound and jumped – then she saw it! A big bear-looking
monster – his face full of aggressiveness. The fierceness of the
monster frightened Melissa but she knew he would be faster than her
if she ran away. The monster approached her with abruptness. It was
then that she saw sadness in his eyes. The monster stopped and just
looked at her, with a sort of kindness in his eyes. She asked him if
he was sad, and he told her he had no friends as everyone was scared
of him. Because of Melissa’s loveliness, she said she would be his
friend. The monster smiled. She jumped on his shoulders and he rode
them back to the main part of the island.
When the islanders saw them both – the usual happiness in their
faces vanished!. But Melissa introduced him and they saw he was
really full of kindness and gentleness.
From that day on, he lived amongst the rest of the islanders full of
happiness.
Set 9: Words ending in -hood
What is the spelling rule?
If the word ends in ‘-y’ change the ‘-y’ to an ‘-i’ before adding
‘-hood’ – otherwise, just add ‘-hood’ to the root word.
For example: likely = likelihood
Words ending in –hood are nouns of state, condition or quality.
For example: adulthood = the state of being an adult
Activity 1
Look
Say
Cover
Write
Check
1.
neighbourhood
_____________
2.
adulthood
_____________
3.
likelihood
_____________
4.
livelihood
_____________
5.
childhood
_____________
6.
falsehood
_____________
7.
knighthood
_____________
8.
brotherhood
_____________
9.
sisterhood
_____________
10. motherhood
_____________
Activity 2
Find the spellings words in the wordsearch.
One is missing – write which one at the bottom of the
page!
a t
o l
e r
a n c e a u s b e
l
u e f
a l
s e h o o d t
i
b n a r
e s i
s t
n g u e g r
e d y e b r
t
l
o e c t
i
o r
v t
o s r
z b e i
i
a h h
k a o o
o e a s d z s h e a a s f
d t
v
c e l
d c v r
p u a o d i
m e v r
m t
o m h e
s s b a e h i
h h o a n f
o r
s t
n q a e o d r
l
a n c o i
k s n o a r
h f
r
o o
d o t
a n c e d d
s s g u u l
j
e a c c e k
a i
e d d t
t
s i
p s e h i
r
j
o r
m o t
g c e n i
h e r
e c n a d o o h t
l
h o o d
u d a m
Missing word: _____________________
Set 10: Adding suffixes beginning with vowels
( -ing, -ation, -er, -ed - ally) to words with 2 or more syllables
What is the spelling rule?
*If the last syllable of a word is unstressed, and has a vowel
before the last letter, just add the suffix.
For example: garden = gardening
*If the last syllable of a word is stressed, first we double the final
consonant and then add the suffix.
For example: forgot = forgotten.
Activity 1
Look
Say
Cover
Write
Check
1.
forgotten
_____________
2.
forgetting
_____________
3.
begin
_____________
4.
preferred
_____________
5.
limited
_____________
6.
limitation
_____________
7.
actual
_____________
8.
accidentally
_____________
9.
actually
_____________
10. beginning
_____________
Activity 2
Syllables (Syll – a – ble)
a.Find the root word and break it into sounds. Saying
the words aloud will help you to practice the rule!
b.Underline using colour if the last syllable is stressed.
c.Then use this to practice whether your double the
consonant or just add the suffix!
d.Underline in colour any doubled syllables.
Example: for – get = forget = forgetting
1.
forgotten
2.
forgetting ________________________________
3.
begin
4.
preferred
5.
limited
_______________________________
6.
limitation
_______________________________
7.
actual
8.
accidentally ______________________________
9.
actually
10. beginning
________________________________
_______________________________
_______________________________
_______________________________
_______________________________
________________________________
Set 11: The /ɪ/ sound spelt y
What is the spelling rule?
You know some words with the /ɪ/ sound that end in y
already. For example: probably.
BUT….some words have the /ɪ/ sound spelt as a y in other
places within the word! These are words we just have to
learn, but we can try to use some fun ways to remember if
they are spelt with an “i” or “y”
Activity 1
Look
Say
Cover
Write
Check
1.
myth
_____________
2.
oxygen
_____________
3.
Egypt
_____________
4.
gym
_____________
5.
mystery
_____________
6.
gypsy
_____________
7.
system
_____________
8.
hymn
_____________
9.
symbol
_____________
10. crystal
_____________
Activity 2
MNEMONICS
This is a way of remembering spellings by making a
sentence using each letter of the word
Make up mnemonics for your word list!
Example: System =
say
your
spellings
to
easily
memorise!
Set 12: The /ʌ/ sound spelt ou
What is the spelling rule?
Some words have the / ʌ / sound spelt as a ou in them.
These are words we just have to learn, but we can try to
use some fun ways to remember them!
Activity 1
Look
Say
Cover
Write
Check
1.
young
_____________
2.
touch
_____________
3.
double
_____________
4.
trouble
_____________
5.
country
_____________
6.
rough
_____________
7.
courage
_____________
8.
enough
_____________
9.
tough
_____________
10. couple
_____________
Activity 2
Sentences
Write a suitable sentence using each of the words. Use a
dictionary for the meanings if you need to.
Example: young = My puppy is still very young.
young
_____________________________________
_______________________________________________
touch
____________________________________
_______________________________________________
double
_____________________________
_______________________________________________
trouble
_____________________________
_______________________________________________
country
_____________________________
_______________________________________________
rough
_____________________________
_______________________________________________
courage
_____________________________
_______________________________________________
enough
_____________________________
_______________________________________________
tough
________________________________
_______________________________________________
couple
_________________________________
_______________________________________________
Set 13: The prefix -in
What is the spelling rule?
The prefix in– usually means ‘not’ but can sometimes mean
“into.’
For example: incorrect = not correct.
Most of the time, we just add the ‘in-’ to the beginning of the
root word without any spelling change.
Activity 1
Look
Say
Cover
Write
Check
1.
incorrect
_____________
2.
inactive
_____________
3.
inedible
_____________
4.
invisible
_____________
5.
immature
_____________
6.
indoors
_____________
7.
incredible
_____________
8.
incomplete
_____________
9.
incapable
_____________
10. inappropriate
_____________
Activity 2
BUBBLE LETTERS
Write each of the words in bubble letters and colour
them in.
Colouring the prefix in a different colour to the root
word might help you to remember it!
Set 14: More on the prefix -in
What is the spelling rule?
There are times when we change ‘in-’.
• Before a root word starting with l, in– becomes il.
•
Before a root word starting with m or p, in– becomes im–.
•
Before a root word starting with r, in– becomes ir–.
Activity 1
Look
Say
Cover
Write
Check
1.
illegible
2.
illegal
_____________
3.
impossible
_____________
4.
impatient
_____________
5.
imperfect
_____________
6.
irregular
_____________
7.
irrelevant
_____________
8.
irresponsible
_____________
9.
illogical
_____________
10. illiterate
_____________
_____________
Activity 2
Use the rules to add the correct prefix to these root
words:.
You need to look at the rules for set 13 and set 14 to
help you.
1.
2.
3.
4.
5.
6.
7.
accurate →
pure →
rational →
mortal →
legitimate→
personal →
adequate →
________________
________________
________________
________________
________________
________________
________________
Set 15: Adding the prefix ‘dis-’ and ‘mis-’
What is the spelling rule?
Like ‘un-’ the prefixes ‘dis-’ and ‘mis-’ have negative meanings
– to not to do something, or to be the opposite of something.
For example: disinterested = not interested
misunderstand = the opposite of understand
There are no spelling changes to the root word with this prefix
Activity 1
Look
Say
Cover
Write
Check
1.
disappoint
_____________
2.
disagree
_____________
3.
disobey
_____________
4.
misbehave
_____________
5.
mislead
_____________
6.
misspell
_____________
7.
dishonest
_____________
8.
misfortune
_____________
9.
discover
_____________
10. mistreat
_____________
Activity 2
Using a dictionary, find out whether these words use
‘dis-’ or ‘mis-’ as a negative prefix.
Then match them up with their meaning on the right.
For example:
_dis__ connect
to break or undo the connection of
1. ___ pronounce
not loyal or faithful
2. ___ judge
to pronounce badly or
incorrectly
3. ___ loyal
4. ___ match
5. ___ appear
6. ___ laid
7. ___ lead
to lead in the wrong direction
to judge wrongly or unfairly
to pass out of sight
to move from its usual or
proper place
to match badly or unsuitably
Set 16: More prefixes
What is the spelling rule?
Here are some more meanings of prefixes. The good news is – no
spellings changes to the root words are needed with these! Just
add the prefix to the root word.
re– means ‘again’ or ‘back’.
sub– means ‘under’.
inter– means ‘between’ or ‘among’.
super– means ‘above’.
anti– means ‘against’.
auto– means ‘self’ or ‘own’
Activity 1
Look
Say
Cover
Write
Check
1.
return
2.
refresh
_____________
3.
subheading
_____________
4.
submerge
_____________
5.
international
_____________
6.
supermarket
_____________
7.
antisocial
_____________
8.
autograph
_____________
9.
interact
_____________
10. autobiography
_____________
_____________
Activity 2
DICTIONARY HUNT!
How many other words using each prefix can you find?
Write them in the boxes below!
re-
inter-
anti-
sub-
super-
auto-
Set 17: Adding the suffix ‘–ation’
What is the spelling rule?
The suffix –ation is added to verbs to form nouns.
For example: inform (to provide facts) = information (the
facts provided)
The rules already learnt still apply – you learnt these in Set
10. Also: if the verb ends in an ‘e’ – we lose the ‘e’ before
adding the suffix. For example: prepare = preparation
Activity 1
Look
Say
Cover
Write
Check
1.
information
_____________
2.
preparation
_____________
3.
determination
_____________
4.
cancellation
_____________
5.
adoration
_____________
6.
sensation
_____________
7.
admiration
_____________
8.
decoration
_____________
9.
education
_____________
10. confirmation
_____________
Activity 2
Find the spellings words in the wordsearch.
One is missing – write which one at the bottom of the
page!
a i
n f
o r
m a t
i
o n t
d u o p i
o u d t
l
a o e h e
m b i
a r
r
i
s t
o a c n r
r
e a e b i
a n s c t
s o s b a i
t
a f
b s t
t
s n n q l
i
i
u i
e i
g t
s t
n o i
e t
r
s e
d e e r
m e v n v c r
f
l
e d u c a t
i
r
a g u u a j
s r
c a n c e l
l
h c e c v i
s i
b l
p r
a t
i
m
a i
a c a
e t
o n s o e i
e i
r
e n n
s d z s o s a a n f
e p a r
i
a s h m b t
r
o n t
r
a i
e a n e p o a c d i
o b s t
b d
i
c c e o
a t
i
e a l
o n i
t
Missing word: ______________________
o n
l
a
e i
Set 18: Adding the suffix ‘–ly’
What is the spelling rule?
The suffix –ly is added to an adjective to form an adverb.
Because the starts with a consonant letter, it is just added
straight on to most root words: sad = sadly
Exception 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!
For example: happy = happily
Activity 1
Look
Say
Cover
Write
Check
1.
sadly
2.
completely
_____________
3.
usually
_____________
4.
finally
_____________
5.
comically
_____________
6.
happily
_____________
7.
angrily
_____________
8.
sleepily
_____________
9.
quickly
10. carefully
_____________
_____________
_____________
Activity 2
FILL IN THE GAP
Using words from the word list OR super challenging
yourself to apply the rule to NEW ones, fill in the gaps
in the sentences below.
We _____ boarded the bus after our long flight.
Dad _______ placed the glasses in the box.
She rang the police ________ after the accident.
I _______ carried all the shopping up the flight
of stairs.
The rain fell ______ all through the night.
Set 19: More on adding the suffix ‘–ly’
What is the spelling rule?
Exception 2:
If the root word ends with –le, the –le is changed to –ly
gentle = gently
Exception 3:
If the root word ends with –ic, –ally is added rather than just –
ly, except in the word publicly.
basic = basically
Exception 4
The words truly, duly, wholly – we just need to learn these ones
where we drop the ‘e’ (true =truly)
Activity 1
Look
Say
Cover
Write
Check
1.
simply
2.
humbly
_____________
3.
nobly
_____________
4.
frantically
_____________
5.
dramatically
_____________
6.
bascially
_____________
7.
gently
_____________
8.
truly
_____________
9.
wholly
_____________
10. publicly
_____________
_____________
Activity 2
PYRAMIDS
Build up your words to make a pyramid, adding a letter
each time. Try to do this for all 10 words!
Example:
n
no
n o b
n o b l
n o b l y
Set 20: Words with endings sounding
like /ʒə/ or /tʃə/
What is the spelling rule?
The ending sounding like /ʒə/ is always spelt –sure.
measure
The ending sounding like /tʃə/ is often spelt –ture,
adventure
Exceptions:
Check that the word is not a root word ending in (t)ch with an
er ending – for example teacher, catcher, richer, stretcher
Activity 1
Look
Say
Cover
Write
Check
1.
measure
_____________
2.
treasure
_____________
3.
leisure
_____________
4.
pleasure
_____________
5.
enclosure
_____________
6.
creature
_____________
7.
furniture
_____________
8.
picture
_____________
9.
nature
_____________
10. adventure
_____________
Activity 2
BUBBLE LETTERS
Write each of the words in bubble letters and colour
them in.
Colouring the /ʒə/ or /tʃə/ sounds in a different colour to
might help you to remember it!
Set 21: Endings which sound like /ʒən/
What is the spelling rule?
If the ending sounds like /ʒən/, it is spelt as –sion
For example:
division
Activity 1
Look
Say
Cover
Write
Check
1.
division
_____________
2.
invasion
_____________
3.
confusion
_____________
4.
decision
_____________
5.
collision
_____________
6.
television
_____________
7.
version
_____________
8.
occasion
_____________
9.
explosion
_____________
10. erosion
_____________
Activity 2
Sentences
Write a suitable sentence using each of the words to show
you understand the differences. Use a dictionary for the
meanings if you need to.
division
_____________________________________
_______________________________________________
invasion
____________________________________
_______________________________________________
confusion
_____________________________
_______________________________________________
decision
_____________________________
_______________________________________________
collision
_____________________________
_______________________________________________
television
_____________________________
_______________________________________________
version
_____________________________
_______________________________________________
occasion
_____________________________
_______________________________________________
explosion
________________________________
_______________________________________________
erosion
_________________________________
_______________________________________________
Set 22: The suffix –ous
What is the spelling rule?
Sometimes the root word is obvious and the usual rules
apply for adding suffixes beginning with vowel letters.
See set 10 if you’ve forgotten!
Sometimes there is no obvious root word.
Activity 1
Look
Say
Cover
Write
Check
1.
poisonous
_____________
2.
dangerous
_____________
3.
mountainous
_____________
4.
famous
_____________
5.
various
_____________
6.
tremendous
_____________
7.
enormous
_____________
8.
jealous
_____________
9.
nervous
_____________
10. numerous
_____________
Activity 2
CREATE YOUR OWN
Create your own sentences using each of the words to show
you understand their different meanings. Use the
dictionary if you need to.
1.
________________________________________
________________________________________
2.
________________________________________
________________________________________
3.
________________________________________
________________________________________
4.
________________________________________
________________________________________
________________________________________
________________________________________
5.
6.
________________________________________
________________________________________
7.
________________________________________
________________________________________
8.
________________________________________
________________________________________
9.
________________________________________
________________________________________
10. ________________________________________
________________________________________
Set 23: More on the suffix –ous
What is the spelling rule?
–our is changed to –or before –ous is added.
humour = humorous
A final ‘e’ of the root word must be kept if the /dʒ/ sound of ‘g’
is to be kept.
courage = courageous
If there is an /i:/ sound before the –ous ending, it is usually
spelt as i, but a few words have e.
serious
hideous
Activity 1
Look
Say
Cover
Write
Check
1.
humorous
2.
glamorous
_____________
3.
vigorous
_____________
4.
courageous
_____________
5.
outrageous
_____________
6.
obvious
_____________
7.
curious
_____________
8.
hideous
_____________
9.
spontaneous
_____________
10. curteous
_____________
_____________
Activity 2
Across and Down
Write each pair of homophones across and down, sharing the
beginning letter.
Example: curious
u
r
i
o
u
s
Set 24: Endings which sound like /ʃən/,
spelt – tion and –cian
What is the spelling rule?
–tion is the most common spelling. It is used if the root
word ends in t or te.
invent = invention
–cian is used if the root word ends in c or cs
music = musician
Activity 1
Look
Say
Cover
Write
Check
1.
invention
2.
injection
_____________
3.
action
_____________
4.
completion
_____________
5.
musician
_____________
6.
electrician
_____________
7.
magician
_____________
8.
politician
_____________
9.
mathematician
_____________
10. hesitation
_____________
_____________
Activity 2
Syllables (Syll – a – ble)
Break the words into sounds. Learn to spell each sound
before putting it back together again.
Example: action = ac - tion = action
1.
invention
______________________
2.
injection
______________________
3.
action
______________________
4.
completion
______________________
5.
musician
______________________
6.
electrician
______________________
7.
magician
______________________
8.
politician
______________________
9.
mathematician
______________________
10. hesitation
______________________
Set 25: Endings which sound like /ʃən/,
spelt –sion and –ssion.
What is the spelling rule?
–ssion is used if the root word ends in ss or –mit.
express = expression
–sion is used if the root word ends in d or se.
expand = expansion
Exceptions: attend = attention, intend = intention.
Activity 1
Look
Say
Cover
Write
Check
1.
expression
_____________
2.
discussion
_____________
3.
confession
_____________
4.
permission
_____________
5.
admission
_____________
6.
expansion
_____________
7.
extension
_____________
8.
comprehension
_____________
9.
tension
_____________
10. attention
_____________
Activity 2
BE THE TEACHER!
Read the following words. Using the rules from sets 24 and
25,
decide if they are correct or incorrect. Mark this with a
or a
For the ones that are incorrect, can you correct them?
1.
operacian
2.
concentrasion
3.
promotion
4.
procession
5.
fraccian
Set 26: Words with the /k/ sound spelt ch .
What is the spelling rule?
These words are Greek in origin.
We just have to learn them and try to remember them!
Activity 1
Look
Say
Cover
Write
Check
1.
scheme
2.
chorus
_____________
3.
chemist
_____________
4.
echo
_____________
5.
character
_____________
6.
ache
_____________
7.
chaos
_____________
8.
stomach
_____________
9.
orchestra
_____________
10. orchid
_____________
_____________
Activity 2
Find the spellings words in the wordsearch.
One is missing – write which one at the bottom of the
page!
a s c h e m e u r
o i
n d h p i
o u r
t
r
s b a a r
r
s c a n r
e h
u h g r
s o
d s r
s i
s a c t
f
e p a e c e o e f
y n c c t
e s t
l
i
e m r
n q l
b s r
t
a r
u a s i
r
r
r
o r
r
o i
a s h i
i
s
b t
s
e s l
a e
d o d n d
m n h o v a r
i
a e c i
z s o s s a h e e d
z n e i
n s t
u u a j
o h e l
a e e h c
e t
a o d t
e a n e c t
n g b e
d i
r
s n c c i
e
s r
e i
c o e r
b t
s i
m e h c
m c e c v u m i
b t
s a p l
r
b l
e i
e a c h e s i
t
Missing word: ______________________
n
e i
Set 27: Words with the /ʃ/ sound spelt ch .
What is the spelling rule?
These words are mostly French in origin.
We just have to learn them and try to remember them!
Activity 1
Look
Say
Cover
Write
Check
1.
chef
2.
chalet
_____________
3.
machine
_____________
4.
brochure
_____________
5.
chute
_____________
6.
parachute
_____________
7.
moustache
_____________
8.
cliche
_____________
9.
chic
_____________
10. trebuchet
_____________
_____________
Activity 2
SORTING TIME!
Think about the sound made by the ‘ch’ grapheme in each of
these words. Put each one in the box you think it belongs to.
l
technological
scholar
machine
monarchy
Words with the ‘k’
sound spelt as ‘ch’
champagne
echoes
crèche
chemise
Words with the /ʃ/
sound spelt as ‘ch’
Set 28: Words ending with the /g/ sound
spelt – gue and the /k/ sound spelt –que.
What is the spelling rule?
These words are more that are mostly French in origin.
We just have to learn them and try to remember them!
Activity 1
Look
Say
Cover
Write
Check
1.
league
_____________
2.
tongue
_____________
3.
fatigue
_____________
4.
intrigue
_____________
5.
dialogue
_____________
6.
antique
_____________
7.
unique
_____________
8.
mosque
_____________
9.
plaque
_____________
10. picturesque
_____________
Activity 2
Using a dictionary, put the words in alphabetical order,
and write their meaning next to them.
1.
_______________________________________________________
_______________________________________________________
2.
_______________________________________________________
_______________________________________________________
3.
_______________________________________________________
_______________________________________________________
4.
_______________________________________________________
_______________________________________________________
5.
_______________________________________________________
_______________________________________________________
6.
_______________________________________________________
_______________________________________________________
7.
_______________________________________________________
_______________________________________________________
8.
_______________________________________________________
_______________________________________________________
9.
_______________________________________________________
_______________________________________________________
10. _______________________________________________________
_______________________________________________________
Set 29: Words with the /s/ sound spelt sc.
What is the spelling rule?
These words are more that are mostly Latin in origin.
We just have to learn them and try to remember them!
Activity 1
Look
Say
Cover
Write
Check
1.
science
_____________
2.
scene
_____________
3.
discipline
_____________
4.
fascinate
_____________
5.
crescent
_____________
6.
scissors
_____________
7.
ascend
_____________
8.
descend
_____________
9.
scent
_____________
10. scenery
_____________
Activity 2
COLOURFUL CLUES
Write out the words whilst colouring all the /s/ sounds
that are spelt sc.
Example: science
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Set 30: Words with the /eɪ/ sound spelt ei, eigh, or ey
What is the spelling rule?
There are different ways to spell the /eɪ/ sound.
We just have to learn them and try to remember them!
Activity 1
Look
Say
Cover
Write
Check
1.
vein
_____________
2.
weight
_____________
3.
eight
_____________
4.
neighbour
_____________
5.
they
_____________
6.
obey
_____________
7.
convey
_____________
8.
abseil
_____________
9.
sleigh
_____________
10. veil
_____________
Activity 2
Across and Down
Write each pair of homophones across and down, sharing the
beginning letter.
Example: veil
e
i
l
Set 31: Possessive apostrophe with plural words
What is the spelling rule?
The apostrophe is placed after the plural form of the word;
–s is not added if the plural already ends in –s,
girls’
-s is added if the plural does not end in –s (irregular
plurals)
children’s
Activity 1
Look
Say
Cover
Write
Check
1.
girls’
_____________
2.
boys’
_____________
3.
babies’
_____________
4.
children’s
_____________
5.
men’s
_____________
6.
mice’s
_____________
7.
sheep’s
_____________
8.
classes’
_____________
9.
actresses’
_____________
10. teeth’s
_____________
Activity 2
SHOW WHAT YOU KNOW!
Write a sentence using each of the plural words and
their possessive apostrophes correctly.
For example: The boys’ new football kit was bright blue.
1.
girls’
_____________________________________
____________________________________________
2.
boys’
____________________________________
____________________________________________
3.
babies’ ______________________________________
____________________________________________
4.
children’s _____________________________________
____________________________________________
5.
men’s
______________________________________
____________________________________________
6.
mice’s ______________________________________
____________________________________________
7.
sheep’s ______________________________________
____________________________________________
8.
classes’
____________________________________
____________________________________________
9.
actresses’ ____________________________________
____________________________________________
10. teeth’s
____________________________________
_____________________________________________
Set 32: Homophones
Homophones are words that sound the same or very
similar, but are spelt differently and have different
meanings.
Activity 1
Look
Say
Cover
Write
Check
1.
accept
_____________
2.
except
_____________
3.
affect
_____________
4.
effect
_____________
5.
ball
_____________
6.
bawl
_____________
7.
berry
_____________
8.
bury
_____________
9.
break
_____________
10. brake
_____________
Activity 2
FILL THE GAP
With homophones it is really important to use the context
of the sentence (what it is about), to help us choose the
correct spelling of the word.
Use the context in the sentences below to choose the
correct words from the spelling list.
1.
The driver was going too fast so he put his foot on
the ____________.
2.
What kind of ______ is that? Is it one we can eat?
3.
I bought a new _______ so we can play tennis.
4.
The weather may __________ our plans.
5.
I can eat all meat _________ beef.
6.
My dog will ______ that bone.
7.
All my baby sister does is sleep and _____.
8.
The weather may have an _______________ on our
plans.
9.
Please _______ my apology.
10. Be careful! You don’t want to ________ a bone!
Set 32: More homophones
Homophones are words that sound the same or very
similar, but are spelt differently and have different
meanings.
Activity 1
Look
Say
Cover
Write
Check
1.
fair
_____________
2.
fare
_____________
3.
great
_____________
4.
grate
_____________
5.
grown
_____________
6.
groan
_____________
7.
here
_____________
8.
hear
_____________
9.
heel
_____________
10. heal
_____________
Activity 2
50/50
Choose the correct word by circling it. Remember, using the
context of the sentence helps you to be 100% sure rather
than use a 50/50 guess!
1.
The taxi fair/fare was really expensive.
2.
My baby cousin is all groan/grown up.
3.
I’m hungry. I’m going to grate/great some cheese to
make cheese on toast.
4.
I’m not allowed to go to the park. It’s not fair/fare.
5.
It’s so noisy with the roadwaorks – I can’t hear/here
a thing!
6.
Which part hurts? Is it your heal/heel?
7.
All you do is moan and grown/groan!
8.
This medicine is magic! It will heel/heal anything!
9.
Have you seen the new film? I think it’s grate/great.
10. Is Tom here/hear?
Set 33: More homophones
Homophones are words that sound the same or very
similar, but are spelt differently and have different
meanings.
Activity 1
Look
Say
Cover
Write
Check
1.
knot
_____________
2.
not
_____________
3.
mail
_____________
4.
male
_____________
5.
piece
_____________
6.
peace
_____________
7.
meet
_____________
8.
meat
_____________
9.
weather
_____________
10. whether
_____________
Activity 2
a)
Choose 3 pairs of the homophones and make up your
own sentences using them correctly.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
_________________________________________________
b) Can you use a dictionary and find homophones of these
words (the first 2 letters of each are given as clues to help you):
medal
mist
rein
scene
plain
who’s
_me________
_mi__________
_ra__________
__se_______
_pl___________
__wh__________
Set 34: New spellings
A-B
Activity 1
Look
Say
Cover
Write
Check
1.
accident
_____________
2.
accidentally
_____________
3.
actual
_____________
4.
actually
_____________
5.
address
_____________
6.
answer
_____________
7.
appear
_____________
8.
arrive
_____________
9.
believe
_____________
10. bicycle
_____________
Activity 2
Colourful Vowels
Write out the words whilst colouring all the vowels
(a,e,i,o,u)!
Example: believe
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Set 35: New spellings
B-C
Activity 1
Look
Say
Cover
Write
Check
1.
breath
_____________
2.
breathe
_____________
3.
build
_____________
4.
busy
_____________
5.
business
_____________
6.
calendar
_____________
7.
caught
_____________
8.
centre
_____________
9.
century
_____________
10. certain
_____________
Activity 2
Find the spellings words in the wordsearch.
One is missing – write which one at the bottom of the
page!
b u s i
n e s s c h i
n c e d e h c a t
s b u i
l
t
e v e c
a e t
d v a d a p s l
g e
r
n
d y n o a r
n c u e p u m a t
e p y i
m r
t
c f
s r
a o e c e r
t
a i
n e i
m h r
u q a o u d r
c i
r
c b v o y
a r
o s n f
t
v e m e v h a s a e a s e
t
e h a r
d z s t
b u s y e r
r
p g a t
o m c u
a g t
e g b u a j
a s t
g u j
e t
s r
t
r
a u s
a f
m e t
a r
h i
g
e a h c e g
e s d t
p r
a c c o e r
t
b r
e a t
o i
h e t
i
g c b n a
n e c j
c i
l
Missing word: ________________________
l
d
a m
Set 36: New spellings
C-E
Activity 1
Look
Say
Cover
Write
Check
1.
circle
_____________
2.
decide
_____________
3.
different
_____________
4.
continue
_____________
5.
disappear
_____________
6.
complete
____________
7.
describe
_____________
8.
early
_____________
9.
difficult
_____________
10. consider
_____________
Activity 2
DICTIONARY TIME
Write the words in alphabetical order!
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Set 37: New spellings
E-F
Activity 1
Look
Say
Cover
Write
Check
1.
earth
2.
eight
_____________
3.
eighth
_____________
4.
enough
_____________
5.
exercise
_____________
6.
experience
_____________
7.
experiment
_____________
8.
extreme
_____________
9.
famous
_____________
10. favourite
_____________
_____________
Activity 2
Syllables (Syll – a – ble)
Break the words into sounds. Learn to spell each sound
before putting it back together again.
Saying the words aloud will help you to practice the rule!
Example: community co –mun –it -y = community
1.
community
_____________
2.
competition
_____________
3.
conscience
_____________
4.
conscious
_____________
5.
controversy
_____________
6.
convenience
_____________
7.
correspond
_____________
8.
criticise
_____________
9.
curiosity
_____________
10. communicate
_____________
Set 38: New spellings
F-H
Activity 1
Look
Say
Cover
Write
Check
1.
February
2.
fruit
_____________
3.
grammar
_____________
4.
group
_____________
5.
guard
_____________
6.
guide
_____________
7.
heard
_____________
8.
heart
_____________
9.
height
_____________
10. history
_____________
_____________
Activity 2
Colourful Vowels
Write out the words whilst colouring all the vowels
(a,e,i,o,u)!
Example:
fruit
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Set 39: New spellings
I-M
Activity 1
Look
Say
Cover
Write
Check
1.
imagine
2.
increase
_____________
3.
important
_____________
4.
interest
_____________
5.
island
_____________
6.
knowledge
_____________
7.
learn
_____________
8.
length
_____________
9.
library
_____________
10. material
_____________
_____________
Activity 2
BUBBLE LETTERS
Write each of the words in bubble letters and colour
them in.
Set 40: New spellings
M-O
Activity 1
Look
Say
Cover
Write
Check
1.
medicine
_____________
2.
mention
_____________
3.
minute
_____________
4.
natural
_____________
5.
naughty
_____________
6.
notice
_____________
7.
occasion
_____________
8.
often
_____________
9.
opposite
_____________
10. ordinary
_____________
Activity 2
PYRAMIDS
Build up your words to make a pyramid, adding a letter
each time. Try to do this for all 10 words!
Example:
o
of
o f t
o f t e
o f t e n
Set 41: New spellings
P
Activity 1
Look
Say
Cover
Write
Check
1.
particular
_____________
2.
peculiar
_____________
3.
perhaps
_____________
4.
popular
_____________
5.
position
_____________
6.
possess
_____________
7.
possible
_____________
8.
potatoes
_____________
9.
pressure
_____________
10. probably
_____________
Activity 2
BACKWARDS WORDS
Write each of your words forwards and backwards.
Example:
Perhaps spahreP
Set 42: New spellings
P-S
Activity 1
Look
Say
Cover
Write
Check
1.
promise
_____________
2.
purpose
_____________
3.
quarter
_____________
4.
question
_____________
5.
recent
_____________
6.
regular
_____________
7.
reign
_____________
8.
remember
_____________
9.
sentence
_____________
10. separate
_____________
Activity 2
WORDS WITHIN WORDS
Find words that you can spell using the letters within
these words!
Example:
promise = rise, more, sore
Set 43: New spellings
S
Activity 1
Look
Say
Cover
Write
Check
1.
special
2.
straight
_____________
3.
strange
_____________
4.
strength
_____________
5.
suppose
_____________
6.
surprise
_____________
7.
science
_____________
8.
scene
_____________
9.
scenery
_____________
10. scent
_____________
_____________
Activity 2
Find the spellings words in the wordsearch.
One is missing – write which one at the bottom of the
page!
s u p p o s e a c s i
n c w d e h c a t
e v e y
c a e t
g a
s b c e t
y v a d e p s l
d y n o l
r
s p e c i
a l
c f
u o e o t
m t
o a o e a c i
r
h r
p r
n c u n p t
t
r
r
r
c
m a h
m c t
i
u q a o h d u c n v o s
o s n f
r
e m p e r
i
h a r
p d a g i
a t
u r
e e l
d z s n e h t
s n z p e s c e n e r
e e g b u a j
a s c i
s r
g e u h
s t
s c a g
y i
i
e a s h e e
e n c e d t
g c e n r
p r
a c c o m p a n y a v l
s t
r
a i
g h t
n
b l
e i
l
Missing word: ________________________
t
a s
Set 44: New spellings
T-W
Activity 1
Look
Say
Cover
Write
Check
1.
therefore
_____________
2.
though
_____________
3.
thought
_____________
4.
through
_____________
5.
various
_____________
6.
weight
_____________
7.
woman
_____________
8.
women
_____________
Activity 2
Across and Down
Write each pair of homophones across and down, sharing the
beginning letter.
Example: woman
o
m
a
n
WORDSEARCH ANSWERS
Set 2
Find the spellings words in the wordsearch.
One is missing – write which one at the bottom of the
page!
a c h s l
h a p p i
e s t
b n
n r
e p l
y i
n g n a e t
g I
s i
n a t
y v d d a h s l
r
i
d e n c a r
n e u e g h m a e
e d y i
t
o r
l
o e o t
i
h r
i
u q a s o d r
o s n f
i
v e m e v i
o h a r
p c a t
e p l
u n z p e r
g u j
c o p y i
r
g l
i
i
a m c b
d i
s r
a u r
e a s e
f
a i
m u u h i
g n i
e s d t
n g s u r
k m b s u o i
t
e p v o y
e d a r
a u t
s e g b u a j
a s t
s t
n s p a e h p c i
c r
t
f
y r
t
c e t
g c b n e
w a j
l
c i
a p
l
Missing word: __prettiest________________
r
Set 9
Find the spellings words in the wordsearch.
One is missing – write which one at the bottom of the
page!
a t
o l
e r
a n c e a u s b e
l
u e f
a l
s e h o o d t
i
b n a r
e s i
s t
n g u e g r
e d y e b r
t
l
o e c t
i
o r
v t
o s r
z b e i
i
a h h
k a o o
o e a s d z s h e a a s f
d t
v
c e l
d c v r
p u a o d i
m e v r
m t
o m h e
s s b a e h i
h h o a n f
o r
s t
n q a e o d r
l
a n c o i
k s n o a r
h f
r
o o
d o t
a n c e d d
s s g u u l
j
e a c c e k
a i
e d d t
t
s i
p s e h i
r
j
o r
m o t
g c e n i
h e r
e c n a d o o h t
l
h o o d
u d a m
Missing word: ____knighthood_________________
Set 17
Find the spellings words in the wordsearch.
One is missing – write which one at the bottom of the
page!
a i
n f
o r
m a t
i
o n t
d u o p i
o u d t
l
a o e h e
m b i
a r
r
i
s t
o a c n r
r
e a e b i
a n s c t
s o s b a i
t
a f
b s t
t
s n n q l
i
i
u i
e i
g t
s t
n o i
e t
r
s e
d e e r
m e v n v c r
f
l
e d u c a t
i
r
a g u u a j
s r
c a n c e l
l
h c e c v i
s i
b l
p r
a t
i
m
a i
a c a
e t
o n s o e i
e i
r
e n n
s d z s o s a a n f
e p a r
i
a s h m b t
r
o n t
r
a i
e a n e p o a c d i
o b s t
b d
i
c c e o
a t
i
e a l
o n i
t
o n
l
a
e i
Missing word: ____decoration__________________
Set 26
Find the spellings words in the wordsearch.
One is missing – write which one at the bottom of the
page!
a s c h e m e u r
o i
n d h p i
o u r
t
r
s b a a r
r
s c a n r
e h
u h g r
s o
d s r
s i
s a c t
f
e p a e c e o e f
y n c c t
e s t
l
i
e m r
n q l
b s r
t
a r
u a s i
r
r
r
o r
r
o i
a s h i
i
s
b t
s
e s l
a e
d o d n d
m n h o v a r
i
a e c i
z s o s s a h e e d
z n e i
n s t
u u a j
o h e l
a e e h c
e t
a o d t
e a n e c t
n g b e
d i
r
s n c c i
e
s r
e i
c o e r
b t
s i
m e h c
m c e c v u m i
b t
s a p l
r
b l
e i
e a c h e s i
t
Missing word: _____orchid_________________
n
e i
Set 35
Find the spellings words in the wordsearch.
One is missing – write which one at the bottom of the
page!
b u s i
n e s s c h i
n c e d e h c a t
s b u i
l
t
e v e c
a e t
d v a d a p s l
g e
r
n
d y n o a r
n c u e p u m a t
e p y i
m r
t
c f
s r
a o e c e r
t
a i
n e i
m h r
u q a o u d r
c i
r
c b v o y
a r
o s n f
t
v e m e v h a s a e a s e
t
e h a r
d z s t
b u s y e r
r
p g a t
o m c u
a g t
e g b u a j
a s t
g u j
e t
s r
t
r
a u s
a f
m e t
a r
h i
g
e a h c e g
e s d t
p r
a c c o e r
t
b r
e a t
o i
h e t
i
g c b n a
n e c j
c i
l
Missing word:
___CALENDAR_____________________
l
d
a m
Set 43
Find the spellings words in the wordsearch.
One is missing – write which one at the bottom of the
page!
s u p p o s e a c s i
n c w d e h c a t
e v e y
c a e t
g a
s b c e t
y v a d e p s l
d y n o l
r
s p e c i
a l
c f
u o e o t
m t
o a o e a c i
r
h r
p r
n c u n p t
t
r
r
r
c
m a h
m c t
i
u q a o h d u c n v o s
o s n f
r
e m p e r
i
h a r
p d a g i
a t
u r
e e l
d z s n e h t
s n z p e s c e n e r
e e g b u a j
a s c i
s r
g e u h
s t
s c a g
y i
i
e a s h e e
e n c e d t
g c e n r
p r
a c c o m p a n y a v l
s t
r
a i
g h t
n
b l
e i
l
t
a s
Missing word: ___scene_____________________