Introducing the Spelling Shed App!
If you wish, you can download The Spelling Shed App from the App store, and use the QR codes to upload this week's spelling lists; so you can practise them at home on an ipad.
Words to practise over the Easter holidays consist of statutory words - it is expected that all children in Y6 will know the full list.
This week, we are looking at word families; this week's words all feature -acc
This week's rule focused on the soft 'c', formed by -ce.
December (don't forget the capital)
This week's words sound like the last set, only these have a -tial ending.
This week's rule is words ending in -cial
The sound /shuhl/ can be made in two ways
-tial and -cial
This week we are looking at words ending in -cial
This week's words are from the statutory word list: trickier words, that we often forget how to spell.
19.1.18 - inter
This week's words feature the prefix: inter
Inter - a prefix occurring in loanwords from Latin, where it meant “between,”“among,” “in the midst of,” “mutually,” “reciprocally,” “together,”“during” ( intercept; interest); on this model, used in the formation of compound words ( intercom; interdepartmental).
This week's words explore word families, and how many words often derive from the same root:
The English root mit comes from a Latin word that means ‘to send.’ Mit also shows up as miss in many words, so be on the lookout! Some common words from this root include emit, mission, and dismiss.
This week's spellings focus on words that contain either -ie or -ei.
Words with the long /e/ sound spelt ‘ie’ or ‘ei’ after c (and exceptions).
This week we are focusing on personal spellings - words we often get wrong in our writing, but really should know.
Common problems include prefixes and suffixes, particularly dis- (as in disable, disappoint, dismount etc), and -ful (as in beautiful, grateful, joyful etc)
This week we are looking at unstressed letters in polysyllabic words:
Quite often, (and especially with a Leeds accent!), we don't say the letters, meaning we forget to include them in our writing.
This week we are looking at hyphenated prefixes...
Some words with prefixes need to have a hyphen added to separate the prefix and the root word. For example co-ordinate, re-educate, co-author. All of these words have a prefix that ends in a vowel and a root word that begins in a vowel.
Some words have a hyphenated prefix as without one, the meaning changes.
re-cover: to put a new cover on. "Please arrange to re-cover the armchair.'
recover: to obtain what one has lost possession of. "The police managed to recover the stolen goods."
Spelling rule for this week is:
Words that end in /shus/ sound -tious, -cious, -xious
Test on Monday 27th as we are a bit behind due to the trips/visits last week....
Spelling rule for this week:
Adding suffixes with vowel letters to words ending in -fer
(e.g. -ing, -al, -ence, -ee)
Knowing when to add an extra R:
You add another R if you can clearly hear the -fer. You would add it to, for example, referring as you can clearly hear the -fer. Even though you can just hear the -fer in referee, you don't add another R as it is more of an -f because it isn't stressed.
(e.g. refer -> referring)
(e.g. refer -> refering)
(e.g. refer -> referee)
(no extra R)
(e.g. refer -> referree)
Thank you to our e-cadet Jacob for completing this week's rules!
6.11.17 -ible words
Words this week are:
We have investigated how, in most of the words, we can not hear the full root word, which gives us the clue that the word is an -ible, and not an -able, word. However, there are always exceptions, and these simply need to be learnt. These are highlighted in red. (Note how we drop the 'e' at the end of the root word, prior to adding the -ible ending).
30.10.17 -able words
Words this week are:
We have explored how we can usually hear the full root word before the ending. Words that end in 'e' usually lose the 'e' before adding the -able, but not always! We need to think about our phonics - do we need to keep the 'e' in order for the word to sound the same? If so, like the 'dge' in knowledge, we keep the e!
16.10.17 - -ent/-ence/-ency
Words this week are:
Many adjectives in the English language end in the same sound made with either –ant or –ent. For our last set of spellings, we practised spelling –ant adjectives that became –ance or –ancy, e.g. For this set of spellings, we are now practising spelling –ent adjectives that become –ence or –ency nouns.
Are we confident that we know all the meanings of these words?
9.10.17 - ant/-ance/-ancy
Words this week:
Many adjectives in the English language end in the same sound made with either –ant or –ent.
It is often tricky to decide which ending to use when you are spelling them…
A good rule to follow is if the root word can be given an –ation ending then it will usually end in –ant.
So if the root word can be given an –ation ending, then it will usually end in –ant (and not –ent).
Here are some more example words that follow the same rule:
toleration / tolerant
heistation / hesitant
2.10.17 - -ce/-se nouns/verbs Homophones
This week, we are going to look at some of the most commonly misused words in the English language.
Doctor's Practise - what is wrong here?
The sign should read ‘Doctor’s Practice’.
Practice is a noun and practise is a verb.
Because he wanted to be an Olympian in the future, Joe tried hard to practise his diving from the top board.
In the English language, the -ce word is a noun, and the -se word is a verb. Americans use -ce as a verb, so be careful with US spellcheck!
2.10.17 Ambitious Adjectives
What is a synonym?
A synonym is a word that has the same (or nearly the same) meaning as another word in the same language. Choosing ambitious synonyms can make your writing more precise and interesting.
We thought of some synonyms for the adjective ‘fantastic’, and came up with...
astonishing, astounding, fabulous, unbelievable, incredible, amazing, wonderful and many more. Then we played around with how we can up-level sentences by using more ambitious vocabulary.
Words for this week are:
I hope to see these words in your writing!