05 January 2018
Create ways for you to remember how to spell these words and generally practise using the strategies in the back of your homework book. Spelling practice is best done little and often so make sure you come back to the spellings at least three times in the week. Date your practice and ask an adult to sign it to show that you’re practising regularly. There will be a test on Friday 12 January.
- accommodate
- accompany
- according
- achieve
- aggressive
- amateur
- ancient
- apparent
- appreciate
- attached
- available
- average
- awkward
08 December 2017
I’ve given the children the Year 5/6 spelling list for them to choose ten words which they feel they need to practise.
We’ve discussed that spelling practice should be little and often rather than being completed all in one night. The practice the children have been doing has improved massively from the beginning of the year (and there are lots of good examples for you to take a look at on the website). However, we’re now going to work on maintaining this standard by practising little and often.
I’ve asked the children to date the practice they do and make sure that they complete a small amount at least three times during the week.
These spellings will then be tested by their partner as we’ll all be learning different words.
01 December 2017
This week’s spelling activity is all about homophones and is due on Thursday 07 December.
Using the list of homophone groups, create sentence which us all of the homophones correctly.
there/their/they’re: They’re going over there to find their shoes.
- there/their/they’re
- wear/where/were
- of/off
- its/it’s
- which/witch
- practise/practice
- heard/herd
- pause/pours/paws/pores
- your/you’re
- device/devise
- hole/whole
- one/won
- are/our
24 November 2017
This week’s spelling list all end in …tial or …cial.
We noticed that there is usually a vowel before the cial and a consonant (mostly ‘n’) before the tial. There are a couple of words that don’t follow this rule – these are the ones that we’ll need to practise most. Children are expected to practise these spellings in their books (there are lots of strategies at the back of homework books) and there will be a test on Friday 1 December.
- official
- special
- artificial
- commercial
- facial
- financial
- glacial
- social
- racial
- partial
- influencial
- preferential
- confidential
- substantial
- residential
- essential
- torrential
- quintessential
17 November 2017
This weeks spelling activity is to create a crossword filled with the following types of words:
- words ending in ible or able
- adding suffixes to words ending in fer (prefer, transfer, offer, refer)
- words with tious or cious endings
The aim of a crossword is to create clues for words, which will hopefully help the quizzer answer them. You also need your words to cross over each other (hence the name ‘cross’ word).
Posted by Megan
10 November 2017
Year 6 have a list of spellings to learn again this week, this time from the Year 5/6 spelling list. We’ve been learning them in class and have come up with some great ways of remembering them.
Create ways for you to remember how to spell these words and generally practise using the strategies in the back of your homework book. There will be a test on Friday 17 November.
- accommodate
- cemetery
- definite
- embarrass
- environment
- foreign
- harass
- immediately
- leisure
- prejudice
- queue
- recommend
03 November 2017
This week, the children have a list of spellings to learn. These words are all from the Year 3/4 spelling list and so the children should already know them. We’ve been looking at them in class this week, coming up with ways of remembering them. This might include saying them in a certain way, looking for words hidden inside, following spelling rules or just something very silly which sticks in our heads.
peculiar = Don’t trust peculiar people because they peck (pec) you (u) and they’re liars (liar).
separate
different
peculiar
favourite
accidentally
actually
disappear
occasionally
interest
weight
calendar
possession
In their homework books, the children should note down a way of helping them to remember each word – this might be one we’ve come up with in class, or one of their own.
13 October 2017
This week’s spelling is an activity based around –tious and -cious endings. There will be a test next week (Thursday 19 October) which will focus on both -fer endings and -tious and -cious.
Next week, we’ll focus on words ending in -tious and -cious. Here are some words which end in these sounds. Work out the root word for each of them and think about how this can help you to decide whether the spelling is with a ‘t’ or a ‘c’.
vicious, precious, conscious, delicious, malicious, suspicious, ambitious, cautious, fictitious, infectious, nutritious
In your book, I might see:
- the words listed next to their root word: ambitious >>> ambition (some are harder than others)
- practice of the root words, using the tips at the back of your book
- an explanation of how to turn a root word into one with a -tious ending and why it is a t not a c
05 October 2017
The children have spellings to practise this week.
All of the spellings this week have ‘fer endings and we’re learning how to add a suffix to these words. There will be no test on Friday but you need to practise adding suffixes to these words correctly. Sometimes you need to double the ‘r’ and sometimes you don’t.
All children should be practising their spellings in their homework book, using the techniques suggested at the back which we also use in class.
- refer
- prefer
- transfer
- ed
- ing
- ence
- al
29 September 2017
This week is a spelling activity focusing on homonyms.
Read the chapter from Ann. M. Martin’s ‘How to Look for a Lost Dog’ which is all about homonyms. Rose (the main character) loves homonyms which include homophones and homographs.
Homophones are words that sound (phone) the same but are spelt differently: their, there, they’re.
Homographs are words that are spelt the same (graph) but sound different: bow, bow.
Rose creates lists of homonyms because she really likes them. How many groups of homonyms can you (ewe) create and can you (yew) then use them correctly in (inn) sentences. I wonder whether you can write a sentence with the whole (hole) group of homonyms in it?
Challenge – Rose can only think of one group of 4 homonyms. Can you think what that is? (Check Rose’s rules for homonyms in the chapter.)
There will be a test on Friday 06 October focusing mainly on the homophones the children learnt last week.
