Treasure House Spelling Sample Pack

Treasure House Teacher’s Guide 1 Spelling Skills Treasure House Teacher’s Guide 1 Comprehensiion Skills

Sample Sample Pack Pack

Comprehension Spelling Skills Skills

Sarah Snashall Abigail Steel

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Comprehension Comprehension Spelling Skills Skills Skills Treasure House Teacher’s Guide 1 Comprehensiion Skills Treasure HouseTeacher’s Teacher’s Guide 1 Spelling Skills Treasure House Guide 1 Comprehensiion Skills

Year 11 Sample PackYear

Abigail Steel Sarah SnashallSteel Abigail

Sarah Snashall

13/06/2017 15:26

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Unit G: Spelling /ar/ Overview English curriculum objectives

Additional resources

• Vowel digraphs and trigraphs (‘ar’)

• ‘ar’ word cards: car, jar, bar, star, park, start, shark, party • ‘a’ words cards: grass, glass, bath, path, ask, mask, dance, chance, after

Treasure House resources • Spelling Skills Pupil Book 1, Unit G, pages 16–17 • Photocopiable Unit G, Resource 1: Colour the stars, page 105 • Photocopiable Unit G, Resource 2: So far, spelling isn’t hard! page 106

Introduction Teaching overview The most common spelling for the /ar/ phoneme is ‘ar’ (‘part’, ‘carp’, ‘dark’, ‘large’), which is the focus of this unit. There are a few words that spell /ar/ ‘al’ (‘calm’, ‘palm’, ‘calf’) and ‘a’ (‘father’ and ‘rather’).

However, pronunciation from the South of England leads to a significant number of /ar/ spelt ‘a’ words, such as ‘grass’, ‘bath’ and ‘dance’. An optional activity below covers these words.

Introduce the concept

a point for each correct word and bonus points for unique words (that no one else thought of) and for two-syllable words. List all the words the children think of, sorting them into the different spelling patterns for /ar/ as you go. Agree that ‘ar’ is the most common spelling of /ar/. If words such as ‘grass’ and ‘bath’ are suggested, discuss how these words are pronounced differently by different people. Suggest that children who pronounce these words with a long vowel should remember the alternative pronunciation when spelling them.

Organise the children into small groups and challenge them to write four words with the /ar/ sound. Award

Pupil practice Get started The children write words and underline the letters that represent the /ar/ sound. Afterwards, read the words together.

Answers 1. charm [example] 2. cartoon [1 mark] 3. park [1 mark] 4. army [1 mark] 5. garden [1 mark] 6. part [1 mark] 7. hard [1 mark] 8. jar [1 mark]

Try these The children look at picture clues and write the word (all of which include ‘ar’) that describes each picture.

If necessary, share the words with the children before they attempt to write them. Point out the dashed

Pupil Book pages 16–17 lines under each picture and ensure the children understand that each dash corresponds to a letter.

Answers 1. carpet [example] 2. star 3. party 4. shark 5. market

Now try these The children choose the correct words to complete sentences. Afterwards, invite the children to find more words in the sentences with the ‘ar’ spelling (‘Carl’ and ‘parking’).

Answers 1. The dog barks at night. [example] 2. Put on a hat and scarf.

[1 mark] 3. A blue whale is very large.

[1 mark] 4. The film will start soon.

[1 mark] 5. Carl is parking the car.

[1 mark]

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Comprehension Spelling UnitUnit G 2

Fairy stories: ‘Hansel and Gretel’ Spelling /ar/ From ‘Hansel and Gretel’ by Malachy Doyle The most common spelling of the long /ar/ sound is ar, "Thereasis innopark, food," saidand the charm. woodman. large "How will we eat?"

"Take Hansel and Gretel for a walk in the Brown Wood," said Get started his wife, "and leave them."

"No!" Write said the woodman.

"I cannot!"the letters in each word that these words. Underline stand or forwe thewill /ar/ One his haswife. been done for you.

"You must, allsound. die!" cried 1. charmtook Hansel and Gretel So the woodman into the Brown Wood.charm Answer: He gave the boy and girl some cake to eat.

2. cartoon But Hansel3.put parkit in his pocket and dropped little bits all along the way.

4. army 5. garden Get started 6. part in the story and write the Find the sentences missing words.

7. hard 1. "There is no 8. jar 2. "How will we

," said the woodman. ?"

3. So the woodman took Hansel and into the Brown Wood.

4. He gave the boy and girl some

6

to eat.

16

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Comprehensi

Try these Look at each picture and write each word. They all have the /ar/ sound spelt ar. One has been done for you.

1.

______

2.

4.

_____

From ‘Han

"There is no

____

"How will w

Answer: carpet 3.

Fairy s

_____

"Take Hanse his wife, "an

"No!" said t 5.

"You must, o

______

So the wood into the Bro

He gave the

Now try these

But Hansel dropped litt

Choose the correct word to complete each sentence. Write the sentences. One has been done for you. car

scarf

barks

1. The dog

Get start

large start

at night.

Find the sen missing wor

Answer: The dog barks at night.

2. Put on a hat and 3. A blue whale is very 4. The film will 5. Carl is parking the

1. "Ther

.

2. "How

.

3. So th

soon. .

4. He ga

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Treasure House Teacher’s Guide 2 Spelling Skills Treasure House Teacher’s Guide 1 Comprehensiion Skills

Sample Pack Year 2

Comprehension Spelling Skills Skills

Sarah Snashall Abigail Steel

16:51

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Unit 29: Homophones (1) Overview English curriculum objectives t )PNPQIPOFT BOE OFBS IPNPQIPOFT

Treasure House resources: t 4QFMMJOH 1VQJM #PPL 6OJU QBHFT o

t $PMMJOT $POOFDU 5SFBTVSF )PVTF 4QFMMJOH :FBS 6OJU t 1IPUPDPQJBCMF 6OJU 3FTPVSDF 8SJUF JU SJHIU QBHF t 1IPUPDPQJBCMF 6OJU 3FTPVSDF )FSF IFBS QBHF

Introduction Teaching overview

Introduce the concept

5IFSF BSF OVNFSPVT IPNPQIPOFT JO &OHMJTI BOE UIFZ BMM OFFE UP CF MFBSOFE 5IJT VOJU DPWFST ASJHIU AXSJUF ATFX ATP AIFBS AIFSF AUIFSF AUIFJS UIFZ SF BOE AXIPMF AIPMF 5IFTF OFFE UP CF UBVHIU JO DPOUFYU GPS UIF TQFMMJOH QBUUFSOT UP IBWF BOZ NFBOJOH

8SJUF UIF XPSET ASJHIU AXSJUF ATFX ATP AIFBS AIFSF AUIFSF AUIFJS UIFZ SF BOE AXIPMF AIPMF PO UIF CPBSE (P UISPVHI UIF XPSET XJUI UIF DIJMESFO EJTDVTTJOH UIF NFBOJOH PG FBDI XPSE )BWF DIJMESFO XPSL JO QBJST UP DPOTUSVDU TFOUFODFT GPS FBDI XPSE

Pupil practice

Pupil Book pages 64–65

Get started

Now try these

5IF DIJMESFO QBJS VQ IPNPQIPOFT Answers 1. right – b) write 2. TFX o B TP 3. IFBS o F IFSF 4. UIFSF o D UIFJS 5. XIPMF o E IPMF

5IF DIJMESFO DIPPTF B IPNPQIPOF GSPN UIF CPY UP DPNQMFUF UIF TFOUFODF Answers 1. There’s a hole in my bag. [example] 2. $BO ZPV IFBS UIF NVTJD [1 mark] 3. * BN HPJOH UP XSJUF B MFUUFS UP NZ GSJFOE [1 mark] 4. * OFFE UP TFX UIF IPMF JO NZ USPVTFST [1 mark] 5. 5IFZ SF TUBZJOH BU UIFJS HSBOOZ T IPVTF [2 marks]

[example] [1 mark] [1 mark] [1 mark] [1 mark]

Try these 5IF DIJMESFO DIPPTF UIF SJHIU IPNPQIPOF UP mU UIF TFOUFODF Answers 1. Please come here. [example] 2. 5IFZ BSF QVUUJOH PO UIFJS TIPFT [1 mark] 3. * XBOU UIF XIPMF DMBTT UP MJTUFO UP NF [1 mark] 4. 5IBU JT UIF SJHIU BOTXFS [1 mark]

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Comprehension Unit 2

Fairy stories:

Try these

Copy and complete the sentences with one of the From ‘Hansel and Gret homophones in brackets. One has been done for you.

"There is no food," said t 1. Please come _____. (here / hear) "How will we eat?"

Answer: Please come here.

"Take Hansel and Gretel f 2. They are putting on _____ shoes. (there / their) his wife, "and leave them 3. I want the _____ class to listen to me. (whole / hole) "No!" said the woodman.

4. That is the _____ answer. (right / write)

"You must, or we will all

So the woodman took Ha into the Brown Wood.

Now try these

Hewords gave the boy and girl Copy and complete the sentences using some of the in the box. One has been done for you.

But Hansel put it in his p dropped little bits all alon sew their they're write hear hole right so there whole here

Get started

1. There's a _____ in my bag.

Find the sentences in the Answer: There's a hole in my bag. missing words.

2. Can you _____ the music?

1. "There is no 3. I am going to _____ a letter to my friend.

2. "How will we

4. I need to _____ the hole in my trousers.

3. So the woodman t into t

5. _____ staying at _____ granny's house.

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4. He gave the boy a

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6

Comprehension Unit32 Review unit

you remember the spellings you’ve learned this term?

FairyCan stories: ‘Hansel and Gretel’ Answer these questions to find out.

From ‘Hansel and Gretel’ by Malachy Doyle A. Look at the groups of words. Write the word with the "There is no food," said the woodman. spelling mistake in each group, then write the correct "How will spelling. we eat?"One has been done for you.

"Take Hansel forwor a walk in the Brown Wood," said 1. and work,Gretel worm, his wife, "andAnswer: leave them." wor war "No!" said 2. theworld, woodman. cannot!" werst,"Iwarm "You must, 3. ortelevision, we will alltreasure, die!" cried his wife. uzual So the woodman took Hansel Gretel 4. meazure, division,and vision into the Brown Wood.

5. really, easilly, kindly He gave the boy and girl some cake to eat.

B. Write the words, adding the endings. Remember, you might But Hansel put it in his pocket and need to change some letters. One has been done for you. dropped little bits all along the way.

3. happy + –ness 1. noise + –ly Answer: noisily Get started

4. easy + –ly

2. move in + the –ment Find the sentences story and write the 5. harm + –less missing words.

C. Write these phrases using ," saidcontractions. the woodman.

1. "There is no One has been done for you.

2. "How will we ?"

3. she is 1. Iwoodman am 3. So the took Hansel and Answer: intoI’m the Brown Wood.

2. was 4. He gave thenot boy and girl some

4. they will

5. wetowill eat.

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Treasure House Teacher’s Guide 31 Spelling Skills Treasure House Teacher’s Guide 1Comprehensiion Comprehensiion Skills Treasure House Teacher’s Guide Skills

Year 13 Sample PackYear

Comprehension Comprehension Spelling Skills Skills Skills

Sarah Snashall Abigail Steel Abigail Steel

Abigail Steel Chris Whitney and Sarah Snashall Abigail Steel TH Spelling Samples pages plus bleed.indd 22

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Unit 20: The sound /ay/ spelt ei, eigh and ey Overview English curriculum objectives t 8PSET XJUI UIF BZ TPVOE TQFMU AFJ AFJHI PS AFZ

Treasure House resources t 4QFMMJOH 4LJMMT 1VQJM #PPL 6OJU QBHFT o t $PMMJOT $POOFDU 5SFBTVSF )PVTF 4QFMMJOH :FBS 6OJU

t 1IPUPDPQJBCMF 6OJU 3FTPVSDF 5IF BJN PG UIF HBNF 'JOE XPSET UIBU TPVOE UIF TBNF QBHF t 1IPUPDPQJBCMF 6OJU 3FTPVSDF FJ FJHI BOE FZ DSPTTXPSE QBHF

Additional resources t 8PSE DBSET TMFJHI XFJHI XFJHIU FJHIU FJHIUFFO OFJHICPVS CFJHF UIFZ HSFZ PCFZ QSFZ SFJOEFFS

Introduction Teaching overview 5IF MPOH BZ TPVOE DBO CF TQFMU AFJ BT JO AWFJO ASFJO BOE AWFJM AFJHI BT JO FJHIU AXFJHIU BOE AOFJHICPVS AFZ BT JO AHSFZ AQSFZ BOE APCFZ

Introduce the concept 3FDBQ PO UIF TQFMMJOHT PG UIF MPOH BZ TPVOE UIBU UIF DIJMESFO TIPVME BMSFBEZ LOPX "TL UIF DIJMESFO UP XSJUF POF XPSE PO UIFJS XIJUFCPBSE XJUI UIF MPOH BZ TPVOE JO JU BOE UIFO IPME JU VQ 1JDL PVU XPSET XJUI EJGGFSFOU TQFMMJOHT BOE XSJUF UIFN PO UIF CPBSE GPS FYBNQMF AUSBJO AQMBUF BOE AQMBZ 8SJUF UIF

XPSET ATMFJHI AXFJHI AXFJHIU AFJHIU AFJHIUFFO AOFJHICPVS ACFJHF AUIFZ AHSFZ APCFZ AQSFZ BOE ASFJOEFFS PO UIF CPBSE 3FBE UIF XPSET UPHFUIFS DMBSJGZJOH NFBOJOHT XIFSF OFDFTTBSZ BOE BTL WPMVOUFFST UP VOEFSMJOF UIF MPOH BZ TPVOE JO FBDI 4PSU UIF XPSET JOUP UIF EJGGFSFOU TQFMMJOH QBUUFSOT &YQMBJO UIBU UIFSF BSF OPU NBOZ XPSET XJUI BZ TQFMU AFJ AFJHI BOE AFZ CVU UIBU TPNF PG UIFN BSF RVJUF VTFGVM 3FNJOE UIF DIJMESFO UIBU UIFTF BSF VODPNNPO TQFMMJOHT TP UIFZ TIPVME MFBSO UIFN GPS UIFTF XPSET CVU DPOUJOVF UP VTF ABZ ABJ PS AB@F BT UIFJS CFTU CFU JG UIFZ BSF VOTVSF

Pupil practice

Pupil Book pages 46–47

Get started 5IF DIJMESFO TPSU XPSET JOUP UISFF HSPVQT BZ TQFMU AFJ BZ TQFMU AFJHI BOE BZ TQFMU AFZ #FGPSF UIFZ EP TP SFBE UIF XPSET UPHFUIFS Answers BZ TQFMU AFJ

BZ TQFMU AFJHI

beige

FJHIUFFO XFJHIUMJGUFS OFJHICPVSIPPE QBQFSXFJHIU

[example]

Try these 5IF DIJMESFO DPQZ XPSET BOE VOEFSMJOF UIF MFUUFST UIBU SFQSFTFOU UIF BZ TPVOE #FGPSF UIFZ EP TP SFBE UIF XPSET UPHFUIFS Answers 1. eight [example] 2. PCFZ [1 mark] 3. TMFJHI [1 mark]

BZ TQFMU AFZ [1 mark] [1 mark] [1 mark] [1 mark]

DPOWFZ TVSWFZ QSFZ

4. WFJM 5. FJHIUZ

[1 mark] [1 mark] [1 mark]

[1 mark] [1 mark]

Now try these 5IF DIJMESFO DPQZ BOE DPNQMFUF TFOUFODFT CZ DIPPTJOH UIF DPSSFDU TQFMMJOHT PG UIF NJTTJOH XPSET #FGPSF UIFZ EP TP SFBE UIF TFOUFODFT UPHFUIFS BOE DMBSJGZ UIF NJTTJOH XPSET

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Comprehension Unit Spelling Unit 202

Fairy ‘Hansel Gretel’ Thestories: sound /ay/ speltand ei, eigh From ‘Hansel and eyand Gretel’ by Malachy Doyle "There is no food," said the woodman.

There are lots of different ways of spelling the /ay/ sound.

Three to spell the sound /ay/ are with the letters ei, "How will weways eat?" eigh or ey.

"Take Hansel and Gretel for a walk in the Brown Wood," said his wife, "and leave them."

"No!" said woodman. "I cannot!"

Get the started "You must, wecomplete will all die!" criedbyhis wife.these words into Copy or and the chart sorting three groups: words where /ay/ is spelt ei, words where

So the /ay/ woodman took Hansel and Gretel is spelt eigh and words where /ay/ is spelt ey. into theOne Brown Wood. has been done for you.

He gave the 1. boy beigeand girl some cake to eat.

But Hansel2.put it in his pocket and eighteen dropped little bits all along the way.

3. weightlifter 4. convey

Get started

5. neighbourhood

Find the sentences in the story and write the 6. paperweight missing words.

7. survey

1. "There is no 8. prey 2. "How will we

," said the woodman. ?"

3. So thespelt woodman took/ay/ Hansel /ay/ ei speltand eigh into the Brown Wood. beige 4. He gave the boy and girl some

6

/ay/ spelt ey

to eat.

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Comprehension

Try these Copy these words then underline the letters that are used for the /ay/ sound in each word. One has been done for you.

1. eight

Fairy st

From ‘Hansel

"There is no fo

Answer: eight

"How will we e

2. obey

"Take Hansel a his wife, "and

3. sleigh 4. veil

"No!" said the

5. eighty

"You must, or Now try these

So the woodm into the Brown

Copy and complete the sentences by choosing the correct spelling. One has been done for you.

He gave the bo

But Hansel put dropped little b

1. The lion stalks its __________. (prei / preigh / prey) Answer: The lion stalks its prey.

2. Hamid’s alarm clock rang at __________ o’clock. (eit / eight / eyt)

Get started

3. The old man had a __________ beard. (grei / greigh / grey)

Find the senten missing words.

4. The King’s __________ lasted many years. (rein / reighn / reyn)

1. "There is

5. Blood runs through our __________. (veins / veighns / veyns)

3. So the w

2. "How w

4. He gave

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Trea

Treasure House Teacher’s Guide 4 Spelling Skills Treasure House Teacher’s Guide 1 Comprehensiion Skills

Sample Pack Year 4

Comprehension Spelling Skills Skills

Sarah Snashall Abigail Steel

16:52

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Unit 14: The suffix –ous Overview English curriculum objectives t 5IF TVGmY oPVT

t 1IPUPDPQJBCMF 6OJU 3FTPVSDF .BSWFMMPVT oPVT XPSET QBHF

Treasure House resources

Additional resources

t 4QFMMJOH 4LJMMT 1VQJM #PPL 6OJU QBHFT o t $PMMJOT $POOFDU 5SFBTVSF )PVTF 4QFMMJOH :FBS 6OJU t 1IPUPDPQJBCMF 6OJU 3FTPVSDF 4FSJPVT TQFMMJOHT QBHF

t 8PSE DBSET GVSJPVT NBSWFMMPVT BOYJPVT HMPSJPVT EBOHFSPVT IB[BSEPVT EJTBTUSPVT SJEJDVMPVT TVTQJDJPVT QPJTPOPVT BNCJUJPVT OVNFSPVT HMBNPSPVT OFSWPVT TFSJPVT WBSJPVT DVSJPVT EBOHFSPVT FOPSNPVT GBCVMPVT GBNPVT GVSJPVT HFOFSPVT NZTUFSJPVT BEWFOUVSPVT NPVOUBJOPVT QSPTQFSPVT GBNPVT BEWBOUBHFPVT DPVSBHFPVT PVUSBHFPVT NZTUFSJPVT HPSHFPVT

Introduction Teaching overview

Introduce the concept

5IF VT FOEJOH BU UIF FOE PG NBOZ BEKFDUJWFT JT TQFMU AoPVT 5IFSF BSF IVOESFET PG XPSET FOEJOH AoPVT BOE UIF SVMFT GPS BEEJOH AoPVT UP SPPU XPSET BSF SBUIFS DPNQMJDBUFE 1. 'PS NBOZ XPSET KVTU BEE AoPVT GPS FYBNQMF AIB[BSE → AIB[BSEPVT 2. 'PS XPSET FOEJOH AF VTVBMMZ ESPQ UIF AF GPS FYBNQMF AGBNF → AGBNPVT 3. 'PS XPSET FOEJOH K AHF LFFQ UIF mOBM AF GPS FYBNQMF ABEWBOUBHF → ABEWBOUBHFPVT 5IFSF BSF WFSZ GFX PG UIFTF XPSET 4. 'PS XPSET FOEJOH AZ DIBOHF UIF AZ UP BO AJ GPS FYBNQMF AWBSZ → AWBSJPVT 5. 'PS XPSET FOEJOH APVS DIBOHF APVS UP APS GPS FYBNQMF AHMBNPVS → AHMBNPSPVT 6. .BOZ XPSET IBWF OP DMFBS SPPU XPSE TVDI BT ATFSJPVT BOE APCWJPVT 8IFO UIFSF JT BO FF TPVOE CFGPSF UIF VT UIF AoJPVT FOEJOH JT NPSF DPNNPO UIBO UIF AoFPVT FOEJOH #VU UIFSF BSF TUJMM RVJUF B GFX XPSET FOEJOH AoFPVT TVDI BT AHPSHFPVT BOE ANJTDFMMBOFPVT

*OUSPEVDF UIF VT TPVOE TQFMU AoPVT $SFBUF B DIBSU PO UIF CPBSE GPS SVMFT UP QMVT B DPMVNO GPS AOP DMFBS SPPU XSJUJOH BO FYBNQMF JO FBDI DPMVNO (JWF FBDI DIJME B XPSE DBSE TFF "EEJUJPOBM SFTPVSDFT

BOE BTL UIFN UP UVSO UP B QBSUOFS BOE SFBE UIF XPSE 5PHFUIFS UIFZ TIPVME EFDJEF JG BOZ QBSU PG UIF XPSE JT EJGmDVMU UP TQFMM JEFOUJGZ XIBU UIF SPPU XPSE NJHIU IBWF CFFO BOE XPSL PVU XIJDI DPMVNO UIFJS XPSE TIPVME HP JO "TL GPS WPMVOUFFST UP SFBE PVU UIFJS XPSET BOE UP UFTU ZPV PO ZPVS TQFMMJOH .PEFM BQQMZJOH UIF TQFMMJOH SVMFT BOE XSJUF FBDI XPSE JO UIF BQQSPQSJBUF DPMVNO 'PS FBDI XPSE BTL UIF DIJMESFO JG UIBU XBT UIF DPMVNO UIFZ UIPVHIU JU TIPVME HP JO 0ODF ZPV IBWF EFNPOTUSBUFE FBDI TQFMMJOH SVMF B GFX UJNFT BTL BOZ DIJMESFO XIPTF XPSET IBWF OPU CFFO DPWFSFE ZFU UP DPNF UP UIF GSPOU BOE UP DPQZ UIFJS XPSET JOUP UIF DPSSFDU DPMVNO PG UIF UBCMF PO UIF CPBSE 3FBE BMM UIF XPSET UPHFUIFS

Pupil practice Get started 5IF DIJMESFO JEFOUJGZ BOE XSJUF UIF SPPU XPSET PG BEKFDUJWFT %JTDVTT UIF NFBOJOHT PG AWJHPSPVT AQSPTQFSPVT BOE AIB[BSEPVT VTJOH UIF SPPU XPSE BT QBSU PG ZPVS FYQMBOBUJPO &YQMBJO UIBU UIFZ NBZ OFFE UP BEE PS SFPSEFS MFUUFST UP SFDSFBUF UIF PSJHJOBM SPPU XPSE "GUFSXBSET EJTDVTT IPX ANJSBDMF CFDBNF ANJSBDVMPVT AFOWZ CFDBNF AFOWJPVT BOE AIVNPVS CFDBNF AIVNPSPVT %JTDVTT UIF NFBOJOH PG AWJHPVS AQSPTQFS BOE AIB[BSE

Pupil Book pages 32–33 Answers 1. ridicule 2. IVNPVS 3. NJSBDMF 4. FOWZ 5. WJHPVS 6. QSPTQFS 7. IB[BSE 8. GBNF

[example] [1 mark] [1 mark] [1 mark] [1 mark] [1 mark] [1 mark] [1 mark]

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Comprehension Unit Spelling Unit 142

Fairy stories: ‘Hansel and Gretel’ The suffix --ous From ‘Hansel and Gretel’ by Malachy Doyle Many adjectives end with the suffix –ous.

"ThereIfisthe noroot food," said thewith woodman. word ends e, drop the e before adding –ous, for example, fame → famous.

"How will we eat?"

If the root word ends with a soft /g/ sound, keep the final e,

"Take Hansel and Gretel for→acourageous. walk in the Brown Wood," said for example, courage his wife, "and leave them."

If the root word ends with y, change y to i before adding –ous,the for woodman. example, vary "No!" said "I cannot!" → various.

If the or root withcried our, change "You must, weword will ends all die!" his wife.our to or before adding the –ous, for example, glamour → glamorous.

So the woodman took Hansel and Gretel Sometimes there is not a clear root word, for example, into the Brown Wood. obvious.

He gave the boy somebefore cake the to eat.

If there is anand /ee/girl sound –ous, it is normally spelt with an i, for example, envious.

But Hansel put it in his pocket and However, sometimes sound is spelt with an e, for dropped little bits all alongthis the/ee/ way. example, spontaneous.

There are exceptions to these rules.

Get started

Find the sentences in the story and write the Get started missing words. each adjective. One has been saidofthe woodman.

1. Identify "There isand nowrite the root,"word done for you.

2. "How will we

1. ridiculous

?"

Answer: ridicule

3. So the woodman took Hansel and 3. miraculous into the Brown Wood.

5. vigorous

4. He gave the boy and girl some 7. hazardous

6

2. humorous 4. envious 6. prosperous

to eat.

8. famous

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Comprehension Unit 2

Fairy stories:

Try these

Find the spelling mistakes in each word and write the word correctly. One has been done for you.

From ‘Hansel and Grete

"There is no food," said th

1. adventureous Answer: adventurous

"How will we eat?"

2. spontanyous

"Take Hansel and Gretel fo his wife, "and leave them."

3. spaceious 4. jealious

"No!" said the woodman. "

5. numarous

"You must, or we will all d

6. humourous

So the woodman took Han into the Brown Wood.

7. outragouse 8. mischievius

He gave the boy and girl s

But Hansel put it in his po dropped little bits all along

Now try these Use these words in sentences of your own. An example has been done for you.

Get started

famous, nauseous, contagious, obvious, generous, momentous, mischievous, anonymous

Find the sentences in the s missing words.

1. "There is no

Answer: Adjay’s virus was

contagious, so the doctor told him to stay in bed.

2. "How will we

3. So the woodman to into the

4. He gave the boy and

6

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Tre

nit 2

ries: ‘Hansel and Gretel’

nd Gretel’ by Malachy Doyle

," said the woodman.

?"

Treasure House Teacher’s Guide 5 Spelling Skills Treasure House Teacher’s Guide 1 Comprehensiion Skills

Gretel for a walk in the Brown Wood," said ve them."

oodman. "I cannot!" will all die!" cried his wife.

took Hansel and Gretel Wood.

and girl some cake to eat. in his pocket and all along the way.

Sample Pack Year 5

Comprehension Spelling Skills Skills

s in the story and write the

o

we

," said the woodman. ?"

Sarah Snashall Abigail Steel

odman took Hansel and into the Brown Wood.

e boy and girl some

16:54

to eat.

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Unit 7A: The /ee/ sound spelt ei after c Overview English curriculum objectives

Additional resources

t Words with the /ee/ sound spelt ei after c

t Word cards: niece, chief, believe, hygienic, fields, shield, piece, bunnies, cherries, grief, yield, field, shield, brief, relieved, achieve, retrieve, shriek, deceive, conceive, receive, perceive, ceiling, receipt, deceitful, conceited, seize, neither, either, caffeine t A bag to draw word cards from t Yellow colouring pens/pencils/crayons (for Resource 1)

Treasure House resources t Spelling Skills Pupil Book 5, Unit 7A, pages 24–25 t Collins Connect Treasure House Spelling Year 5, Unit 7 t Photocopiable Unit 7A, Resource 1: Seize the ei spelling!, page 94 t Photocopiable Unit 7A, Resource 2: Let neither /ee/ spelling give you grief, page 95

Introduction Teaching overview

Introduce the concept

The rule “‘i’ before ‘e’ except after ‘c’” is useful for remembering how to spell words where the /ee/ sound does not follow a ‘c’, such as ‘Charlie’, ‘baddie’, ‘chief’, ‘shield’, ‘niece’, ‘belief’, ‘piece’ and ‘grief’. There are only five root words where the /ee/ sound does follow a ‘c’: ‘deceive’, ‘conceive’, ‘receive’, ‘perceive’ and ‘ceiling’. The first four of these also give us ‘deceit’, ‘deceitful’, ‘deceitfully’, ‘undeceive’, ‘receipt’, ‘receivers’, ‘conceit’, ‘conceited’, ‘conceitedly’, ‘conceivable’, ‘misconceive’, and so on.

Words that do not fit the rule are: ‘protein’, ‘caffeine’, ‘seize’, ‘either’ and ‘neither’ (unless the ‘ei’ in ‘either’ and ‘neither’ is pronounced /eye/, in which case the rule is irrelevant as it applies exclusively to spelling the /ee/ sound).

Give each child one of the word cards (see Additional resources). Ask them to read their word and underline the two letters that represent the /ee/ sound. Ask the children to compare their word with the words other children have. Ask them to work together to sort their words into those spelt ‘ie’ and those spelt ‘ei’. Ask the children with words where /ee/ is spelt ‘ei’ to come to the front and write their word on the board. Sort the words into those that follow ‘c’ and those that do not. Introduce the rule “‘i’ before ‘e’ except after ‘c’” and show how the words where ‘ei’ follows ‘c’ fit this rule. Ask the children with /ee/ spelt ‘ie’ whether their words fit the rule. Point out that, to use this rule, they must also remember the exceptions to the rule: ‘protein’, ‘caffeine’, ‘seize’, ‘either’ and ‘neither’.

Pupil practice

Pupil Book pages 24–25

Get started

Try these

In this activity, children sort words into two groups: those with /ee/ spelt ‘ei’ and those with /ee/ spelt ‘ie’.

Afterwards, ask which words fit the rule “‘i’ before ‘e’ except after ‘c’”? (All of them.)

Answers

In this activity, children choose the correct spelling of each word. Ensure that the children are familiar enough with these words to be able to recognise the correct spelling. Afterwards, sort the words into the different spelling patterns: /ee/ spelt ‘ie’ (‘diesel’, ‘hygiene’, ‘field’, ‘shield’, ‘brief’, ‘wield’ and ‘chief’) and /ee/ spelt ‘ei’ after ‘c’ (‘perceive’, ‘deceive’ and ‘conceive’).

‘i’ before ‘e’ grief grieving piece achieve yield belief believe

‘e’ before ‘i’ [example] ceiling [1 mark] deceit [1 mark] receive [1 mark] [1 mark] [1 mark] [1 mark]

[1 mark] [1 mark] [1 mark]

Answers 1. diesel 2. perceive 3. hygiene 4. field 5. deceive

[example] [1 mark] [1 mark] [1 mark] [1 mark]

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hension Unit 2 Review unit 2

ry stories: ‘Hansel and Gretel’

Can you remember the spellings you’ve learned this term? Answer these questions to find out.

‘Hansel and Gretel’ by Malachy Doyle A. Choose the correct spelling of each word.

is no food," said the woodman.

will we eat?"

1. necessary

nesassary

2. queue

queu

Hansel and Gretel3.for a walk inenough the Brown Wood," said enuff e, "and leave them."

4. yacht yocht

said the woodman.

"I cannot!"cough 5. coff

bruise cried his bruze must, or we will all6. die!" wife.

7. co-operate

cooperate

9. marvelous

marvellous

woodman took Hansel and Gretel 8. rhythm rythmn e Brown Wood.

ve the boy and girl some cake awquard to eat.

10. awkward

ansel put it in his pocket and ed little bits all along the way.

B. These words are all spelt incorrectly. Write the correct spelling of each word.

started

1. thum

2. reenter

3. perswade

4. definate

he sentences in the story and write the 5. thurough g words.

"There is no

7. reck

9. ocuppy,"

"How will we

6. recieve 8. fourty

said the woodman.

10. deice ?"

So the woodman took Hansel and into the Brown Wood.

He gave the boy and girl some

to eat.

34

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Comprehension

Fairy st

C. Copy each sentence and write in the missing word.

1. Jill b__________ her PE kit to school.

Teacher’s 2.Guide Granny 6 Teacher’s Guide 1 b__________ us an ice-cream.

From ‘Hanse

Spelling Comprehension Skills Skills

3. Dad’s chin is very r__________ and stubbly.

"There is no f

4. We went to the l__________ centre to go swimming.

"How will we

5. We hung streamers from the c__________.

Treasure House Teacher’s Guide 6 Spelling Skills Treasure House Teacher’s Guide 1 Comprehensiion Skills

"Take Hansel his wife, "and

This Treasure House xxxxxx This Treasure House xxxx

"No!" said the

• xxxxxxxx • xxxxxxx.

"You must, or

So the woodm into the Brow

He gave the b

Also available in the series Also available in the series

But Hansel pu dropped little

Get starte

Find the sente missing words FREEDOM TO TEACH FREEDOM TO TEACH

Find us at www.collins.co.uk Find at www.collins.co.uk andusfollow our blog – articles and and follow our – articles and information byblog teachers for teachers. information by teachers for teachers. @CollinsPrimary @CollinsPrimary

connect.collins.co.uk connect.collins.co.uk

3. So the

4. He gav

6

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2. "How w Sarah Snashall Abigail Steel

Explore Treasure House online at Explore Treasure House online at

1. "There

35

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hension Unit 2

ry stories: ‘Hansel and Gretel’

‘Hansel and Gretel’ by Malachy Doyle is no food," said the woodman.

will we eat?"

Treasure House Teacher’s Guide 6 Spelling Skills Treasure House Teacher’s Guide 1 Comprehensiion Skills

Hansel and Gretel for a walk in the Brown Wood," said e, "and leave them."

said the woodman. "I cannot!"

Sample PackYear 6

Comprehension Spelling Skills Skills

must, or we will all die!" cried his wife.

woodman took Hansel and Gretel e Brown Wood.

ve the boy and girl some cake to eat.

ansel put it in his pocket and ed little bits all along the way.

started

he sentences in the story and write the g words.

"There is no

"How will we

," said the woodman. ?"

Sarah Snashall Abigail Steel

So the woodman took Hansel and into the Brown Wood.

He gave the boy and girl some

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to eat.

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Unit 1: The suffixes –cious and –tious Overview English curriculum objectives • Endings that sound like /shus/ spelt ‘–cious’ and ‘–tious’

Treasure House resources • Spelling Skills Pupil Book 6, Unit 1, pages 4–5

• Collins Connect Treasure House Spelling Year 6, Unit 1 • Photocopiable Unit 1, Resource 1: Ambition to ambitious, page 67 • Photocopiable Unit 1, Resource 2: Delicious noun phrases, page 68

Introduction Teaching overview

Introduce the concept

Although the children might have covered the endings ‘–cious’ and ‘–tious’ in Year 5, the words in this unit remain quite challenging for primary children.

Encourage them to enjoy using these words to add sophistication to their writing. The endings ‘–cious’ and ‘–tious’ sound the same, but are usually used with different root words: the ending ‘–cious’ is used with root words ending ‘ce’ (the ‘e’ must be removed before adding ‘ious’) and the ending ‘–tious’ is used with root words ending in ‘–tion’ (remove ‘–tion’ and add ‘–tious’).

Ask the children to work with a partner to write the following sentence: ‘The cake was delicious.’ Ask: ‘How did you spell ‘delicious’?’ Write the word on the board and underline the ending. Ask the partners to think of another word ending /shus/. Share these, writing them on the board in two lists: ‘–cious’ endings and ‘–tious’ endings (or three lists if someone suggests ‘anxious’).

Ask the children if they can remember any tips from Year 5 for knowing whether to use ‘–cious’ or ‘–tious’.

Remind them that if the root word ends ‘ce’, then the ending will be ‘–cious’; and if the root word ends ‘–tion’, then the ending is ‘–tious’.

Pupil practice

Pupil Book pages 4–5

Get started The children sort the words into nouns and adjectives. Once they have sorted the words, share the lists and talk about the endings.

Answers Nouns

Adjectives

caution [1 mark]

infectious [example]

infection [1 mark]

conscious [1 mark]

space [1 mark]

fictitious [1 mark]

grace [1 mark]

cautious [1 mark]

avarice [1 mark]

spacious [1 mark]

Try these The children choose the correct spelling from a choice of two.

Answers 1. spacious [example] 2. malicious [1 mark]

3. nutritious [1 mark] 4. pretentious [1 mark] 5. contentious [1 mark] The children choose the correct spellings to complete sentences.

Answers 1. Sumo wrestlers must have voracious appetites. [example] 2. Liza never walks under ladders: she is superstitious.

[1 mark] 3. The greedy millionaire was an avaricious man.

[1 mark] 4. My brother is always a gracious host.

[1 mark] 5. Be cautious when handling deadly snakes. [1 mark]

Now try these Recap on the rules for adding ‘–cious’ to words ending ‘ce’ and ‘–tious’ to words ending ‘–tion’. Talk about the words created. Children convert a list of nouns into adjectives and then write a sentence for each adjective.

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Comprehension Unit Spelling Unit 1 2

Fairy and Gretel’ Thestories: suffixes‘Hansel cious and -tious From ‘Hansel and can Gretel’ bytoMalachy Doyle The ending –ious be added turn nouns into adjectives. If the root word ends in –ce, the ending is –cious.

"There is no food," said the woodman.

Remove the e before adding –ious: grace + ious = gracious.

"How will we eat?"

If the root word ends in –tion, the ending is –tious.

"Take Hansel and Gretel for a walk in the Brown Wood," said Remove adding –ious: caution + ious = cautious. There is his wife, "andthe –ion before leave them." one common exception: anxious.

"No!" said the woodman. "I cannot!"

"You must, or we will all die!" cried his wife. startedtook Hansel and Gretel So theGet woodman into the Brown Wood.

Sort these words into nouns and adjectives by looking at the word endings.

Copy and complete the table. One has been done for you.

He gave the boy and girl some cake to eat.

1. infectious

But Hansel put it in his pocket and 2. conscious dropped little bits all along the way.

3. caution

4. infection Get started 5. space

Find the sentences 6. fictitious in the story and write the missing words.

7. cautious 1. "There is no 8. spacious 9. grace 2. "How will we

," said the woodman. ?"

3. So 10. theavarice woodman took Hansel and into the Brown Wood.

Nouns Adjectives infectious 4. He gave the boy and girl some

6

to eat.

4

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01/06/2017 16:56 13/06/2017 15:27 01/06/2017 16:55 Treasur

Comprehension Unit 2

Fairy stories: ‘

Try these

Choose the correct spelling of each word. One has been done for you.

From ‘Hansel and Grete

1. spatious / spacious Answer: spacious

"There is no food," said the

2. malicious / malitious

"How will we eat?"

3. nutricious / nutritious

"Take Hansel and Gretel fo his wife, "and leave them."

4. pretencious / pretentious 5. contencious / contentious

"No!" said the Copy and complete the sentences by choosing the correct spelling of each word.

One has been done for you.

woodman. "

"You must, or we will all di

1. Sumo wrestlers must have __________ appetites. (voracious / voratious)

So the woodman took Han into the Brown Wood.

Answer: Sumo wrestlers must have voracious appetites.

2. Liza never walks under ladders: she is __________. (supersticious / superstitious)

He gave the boy and girl so

3. The greedy millionaire was an __________ man. (avaricious / avaritious)

But Hansel put it in his poc dropped little bits all along

4. My brother is always a __________ host. (gracious / gratious)

5. Be __________ when handling deadly snakes. (caucious / cautious)

Get started

Now try these

Find the sentences in the st missing words.

Change each noun to an adjective and use it in a sentence of your own. One has been done for you.

1. "There is no

ambition, malice, nutrition, pretention, contention, vice, auspice, caprice, office, fraction

2. "How will we

Answer: Seth’s plan to sail around the world was ambitious.

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3. So the woodman too into the

4. He gave the boy and

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