The suffix -ly Learning objective We are learning what happens when -ly is added to some adjectives.
What pupils already know Pupils should know that changing the ending of a word can change the meaning and / or word type.
Key vocabulary adjective, adverb, verb
Teaching notes • Share and discuss examples of adjectives, verbs and adverbs with pupils. • Explain that many adverbs can be made by adding -ly to an adjective. For most adjectives, the only change needed in the spelling is the addition of -ly at the end of the word. • Show some examples, e.g. quietly, slowly, quickly, hopefully. • Ask pupils to say what the root word is for each of these words. Example: Show the adjectives smart, rapid, proud, sad, and sudden. Ask pupils to give example sentences, each containing one of these words. Introduce another sentence – The gentleman walked across the road. Ask pupils to change the adjectives provided into adverbs, and use them as a sentence opener, e.g. Proudly, the gentleman walked across the road. Pupils should write each new sentence, selecting a different opener for each one by adding -ly to the chosen adverb.
For pupils – steps to success: 1. Look at the ending of the adjective. 2. If it ends in -le, or a consonant + y, or -ic, then the word ending needs to be modified. 3. If not, add -ly to form an adverb.
Independent activity Refer pupils to the Year 3 Spelling Pupil Book, pages 20–21.
18
The suffix -ly Use and apply Task A: Modified endings Give pupils a list (or cards) showing words ending in -ly. Example words: happily, sadly, basically, proudly, lovingly, dramatically, gently, quickly, slowly, completely, simply. They must decide which of these words have simply had -ly added, and which have had the ending modified before adding -ly. Then they sort the list / cards and write down the words which have had only -ly added. Task B: Sentence pairs A game for 2 players (although more can be added). Give pupils cards containing adjectives which can be changed into adverbs by simply adding -ly. • Each player has an equal number of cards. • Each player has a piece of paper (or whiteboard) for recording responses. • Players take turns reading one of their adjectives, with the other player(s) responding by writing a sentence in which the given word has been changed into an adverb with -ly added. • Players continue until a specified number of sentences have been written, a certain time limit has been reached or all of the cards have been used. • The winner is the player who has written the most correct -ly words, each in a sentence. Example: 1. Player 1 reads the adjective glad from a card. 2. Player 2 writes a sentence containing the word gladly, e.g. They gladly gave their tickets to their friends.
Task C: Opposites attract Prepare a list of pairs of opposite adverbs all ending in –ly. Give each pupil a card containing one of the adverbs (or ask them to write the words down on a piece of paper or whiteboard). Each pupil must then find the person who has the word with the opposite meaning. Pupils mix up the cards / words and play again. Suggested adverb pairs: gladly–sadly
slowly–quickly
cheaply–expensively
cleverly–stupidly
loudly–quietly
firstly–lastly
willingly–unwillingly
carefully–carelessly
madly–calmly
© 2015 Keen Kite Books, an imprint of HarperCollinsPublishers Ltd. You may photocopy this page.
19
Words with ei, eigh and ey Learning objective We are learning to spell words which contain the letter patterns ei, eigh and ey.
What pupils already know Pupils should know that vowel sounds can be made using a variety of letter combinations.
Key vocabulary letter patterns, long a sound (as in take)
Teaching notes • Tell pupils that the English language has many letter patterns for which there is no rule. They will need to learn them as they discover them in words during reading and writing. • The letter patterns ei, eigh and ey are like this and can be used to make the long a sound. Examples: Show pupils the words neighbour, grey and vein. Explain that each of these words contains the long a sound. Ask pupils if they know which letter patterns are making this sound. Discuss the spelling pattern used in each word and what each word means. Explain that ey and eigh are more common than ei. Show pupils examples of eigh, ei and ey words, and ask them to sort them into the relevant groups: e.g. they, weigh, veil, eight, grey, neighbour, eighth, survey, vein, obey. Ask pupils to quickly write a sentence for each word, then ask a partner to check the spelling of the ei, ey or eigh word used.
For pupils – steps to success: 1. Say the word aloud. 2. Does it contain the long a sound? 3. Try these spelling patterns eigh, ey or ei in the word. Which one looks right? Check in a dictionary.
Independent activity Refer pupils to the Year 3 Spelling Pupil Book, pages 26 and 27.
24
Words with ei, eigh and ey Use and apply Task A: Long a phoneme spotter Read pupils the following passage. Ask them to listen out for the long a sound. Agree a way of them showing when they hear it, e.g. standing up for a moment. Gratefully, the eight children ate their cake. They were so hungry! It was late and their new neighbour had forgotten to say that she would be delayed. Now they felt great as they travelled through a thin veil of light rain on the freight train. It would not be the same living in Spain, but they knew they had to obey their parents. It would be like a great holiday and was well worth the wait. Then give pupils the passage and ask them to highlight the words containing the long a sounds. If they are unsure of any meanings, discuss them. Task B: Other ways to make the long a Starting with the words in the phoneme spotter in Task A, ask pupils to find the words with the long a sound that are spelt with ei, eigh or ey. Then ask them to write a list of these words, grouped under the headings ei, eigh and ey. Later, they can add other words from their reading books. Remind pupils that there are other ways of spelling long a, and that ei, eigh and ey are just three of them. Task C: Same sound, different meaning Show pupils some words that sound exactly the same and that contain the long a sound but with a different spelling. Explain that these are called homophones (covered in more detail in the next topic), e.g.: reign–rein–rain, vein–vain, weigh–way, veil–vale, ate–eight. (Include the last pair only if you pronounce ‘ate’ to rhyme with ‘eight’.) Model writing a sentence using each of the first set of homophones in the correct context. Explain the differences between each word you write, e.g.: It was the last day of his reign and he held tightly to the reins as the horse trotted proudly through the rain. Pupils should use a dictionary (or have a class discussion) to help them discover or check the meaning of the other homophones given above. Finally, pupils attempt to write sentences containing both homophones from a pair. (This can be done individually, or in pairs with partners helping each other and checking.)
© 2015 Keen Kite Books, an imprint of HarperCollinsPublishers Ltd. You may photocopy this page.
25
Progress test 3 Choose the correct spelling. 1
submarine / subbmarine
2
gymnasium / gimnasium
3
chef / shef
4
tuch / touch
5
tipical / typical
Write the correct spelling for each word. 6
enuff
7
oxigen
8
mashine
9
cusen
10 piramid Write the correct spelling for each underlined word. 11 The pancakes were covered in sirup. 12 There were dubble yellow lines near the shop. 13 Karl through the ball very high. 14 The pirates tried to berry the treasure. 15 Wasim says heal be going on holiday soon. 16 – 20
Read the passage below. Find the five incorrect spellings and then write the correct spelling of each word.
The shauffeur had to break hard when a heard of cattle appeared in the road. He would be in trubble if he was not aloud to pass, as he would be late.
Score 44
/ 20
Š 2015 Keen Kite Books, an imprint of HarperCollinsPublishers Ltd. You may photocopy this page.
End-of-year test Choose the correct spelling. 1
good / gud
2
foxs / foxes
3
delay / deley
4
league / leeg
5
antiseptic / antyseptic
Write the correct spelling for each word. 6
prefferring
7
gentally
8
babys
9
cristal
10 cemist Write the correct spelling for each underlined word. 11 We all bilt a den behind the shed. 12 The family home was bought over a centry ago. 13 It was so quiet that they could barely here a sound. 14 The children loved watching the monkies at the zoo. 15 There were strict rules not to tuch the old paintings. 16 – 20
Read the passage below. Find the five incorrect spellings and then write the correct spelling of each word.
The ladys laughed when the neybour knocked the hed off his garden gnome and it smashed into peaces. He then did dubble the damage when he lost control of his lawnmower.
Score Š 2015 Keen Kite Books, an imprint of HarperCollinsPublishers Ltd. You may photocopy this page.
/ 20 45