9780008161699 by HarperCollinsLookinaBook

The suffixes - ant, - ance and - ancy Learning objective We are learning to spell words which use the suffixes -ant, -ance and -ancy.

What pupils already know Pupils will have encountered a variety of suffixes and understand that they change the meaning of the root word. They should be able to give a number of examples.

Key vocabulary root word, suffix

Teaching notes • The suffixes -ant, -ance or -ancy can often be added to the same root. • Ask pupils to explain what a suffix is. Examples: Show pupils the words hesitant, hesitance and hesitancy. Ask the pupils to think about the root word (hesitate) and the suffix for each word, separating the two, and writing them down on a whiteboard or paper. Explain that each of these suffixes can require modification of the root word. The -ate from hesitate is removed and then any of the suffixes can be added. Show this for tolerate when adding the suffixes to make tolerant and tolerance. Ask pupils to decide what happens when observe becomes observant or observance (the e is dropped before adding the suffix), and what happens to expect when it becomes expectant, expectancy (the suffix is added without any modification of the root word). Pupils should write down the words with the suffixes. For pupils: Steps to success: 1. Will using a word with a suffix improve your writing? 2. Does the new word make sense? 3. Spell the root word correctly and add the suffix, modifying the root word as necessary.

Independent activity Refer pupils to the Year 6 Spelling Pupil Book, pages 32–33.

The suffixes - ant, - ance and - ancy Use and apply Task A: Modified endings Give pupils a list (or cards) showing words ending in -ant, -ance and -ancy. Example words: expectant

observance

occupancy

tolerant

hesitance

infancy

consultancy

They decide which of these words have simply had the suffix added and which have had the ending modified before adding the suffix. Ask them to also write down the root words. Task B: Sentence pairs A game for 2 players (although more can be added). Players need: cards containing words which can be changed by adding -ant, -ance or -ancy. • 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 words; the other player(s) respond by writing a sentence with the given word changed by the addition of -ant, -ance or -ancy). • The players continue until a specified number of sentences have been written or all of the cards have been used. • The winner is the player who has written the most correct -ant, -ance or -ancy words, each in a sentence. Example: 1. Player 1 reads the word account from a card. 2. Player 2 writes a sentence containing the word accountant, for example: Callum’s dad is an accountant. Task C: Which words are real? Give pupils a list (or cards) showing words ending in -ant, -ance and -ancy. Some words should be real and some made up. Example words: relevant

memoryance

cardancy

truant

falsance

tenancy

pregnant

discrepancy

They decide which of these words are real and which are not, writing a sentence for each real word.

-ent and -ence endings Learning objective We are learning to spell words which use the suffixes -ent and -ence.

What pupils already know Pupils will have encountered a variety of suffixes and understand that they change the meaning of the root word. They should be able to give a number of examples.

Key vocabulary root word, suffix

Teaching notes • • • •

The suffixes -ent and -ence can often be added to the same root. Show pupils the words intelligent and intelligence. Ask them to say these words and then add each of them into sentences. Explain that although there is no rule for using -ent and -ence, there are some common indicators which can be helpful. Examples: Display the words intelligent, intelligence, innocent and innocence. Explain that these words have soft g and soft c sounds, which often lead to the addition of -ent or -ence. Similarly, show the words frequent and frequence. Explain that the qu sound can also sometimes lead to the use of -ent and -ence. Finally show the word obedient. Explain that a short but clear e sound (in this case made by the letter i) can also lead to use of -ent and -ence. Ask pupils to write the word ending in -ence for obedient (obedience).

For pupils: Steps to success: 1. Will using a word with a suffix improve your writing? 2. Does the new word make sense? 3. Does a soft g or c, a qu sound, or a clear e sound lead to the use of -ent or -ence?

Independent activity Refer pupils to the Year 6 Spelling Pupil Book, pages 34–35.

-ent and -ence endings Use and apply Task A: Sort the words Give pupils, or let them create, a table with the headings -ent and -ence endings and -ant and -ance endings. Give them a list of roots that can take -ent or -ence endings. They should complete the table by adding endings to the roots and writing the words in the correct columns. -ent and -ence endings

-ant and -ance endings

intelligent intelligence

tolerant tolerance

Example roots: intellig_

toler_

obedi_

hesit_

reluct_

innoc_

relev_

differ_

Task B: Sentence pairs A game for 2 players (although more can be added). • • • •

Pupils need: cards containing words which can end in either -ent or -ence. All players have an equal number of cards. Each player has a piece of paper (or whiteboard) for recording responses. Each player takes turns reading one of their words, and the other player(s) respond by writing a sentence with the given word ending changed either from -ent to -ence, or from -ence to -ent. • The players continue until a specified number of sentences have been written or all of the cards have been used. • The winner is the player who has written the most correct -ent and -ence words, each in a sentence. Example: 1. Player 1 reads the word innocent from a card. 2. Player 2 writes a sentence containing the word innocence, for example: Sophie was determined to prove her innocence.

Task C: Suffix areas Display one ending (-ant, -ance, -ent and -ence) in four corners / areas of the classroom. Say some sentences containing a word with the ending -ant, -ance, -ent or -ence. On hearing each sentence, pupils move to the area of the room labelled with the ending that they have heard. Show the word containing the ending. Example sentences / words: There was a frequent bus service into the city. (-ent) Fizz was very tolerant of her little brother. (-ant)

Progress test 3 Choose the correct spelling. 1

December / Desember

innocense / innocence

relevence / relevance

quickan / quicken

hesitent / hesitant

Write the correct spelling for each word. 6

observont

confidenterly

intelligance

innocantly

10 kingdum Write the correct spelling for each underlined word. 11 Her shoes and bag were the perfect compliment to one another. 12 The fire great was full of ash. 13 They tried to whitern the walls, but they clearly needed more paint. 14 They used mats to softern their landing in gymnastics class. 15 When milk is pastarised, harmful bacteria are killed. 16 – 20 Read the passage below. Find the five incorrect spellings and then write the correct spelling of each word. He valued his friedom, so he avoided getting into an argument with the playright. Next Thurstday, he would be out of the country and able to say what he wanted. He would do so freequently, and would no longer need to be a worryer.

Score 44

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End-of-year test Choose the correct spelling. 1

fashionable / fashionible

climait / climate

brightern / brighten

suitable / suitible

Nowvember / November

Write the correct spelling for each word. 6

obydiently

flexable

defenite

invisable

10 transfered Write the correct spelling for each underlined word. 11 Prefferring the mountains rather than the beach, Zoe headed for the French Alps. 12 His car was running low on deisel. 13 The country celebrated its independance with huge firework displays. 14 He liked the new youniform he would have to wear for his job as a teaching assistant. 15 There were several poeple waiting in the ticket office. 16 – 20 Read the passage below. Find the five incorrect spellings and then write the correct spelling of each word. They were allready surspishus of the person riding a trycicle and taking photografs of the preshus statue.

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