9780008161682

Prefixes Learning objective We are learning that prefixes can be added to the beginning of root words.

What pupils already know Pupils should already have encountered prefixes and be able to give some examples.

Key vocabulary prefix, root word

Teaching notes • Ask pupils to define a prefix. Discuss and share examples.

Examples: Write the following on the board: national = root word

inter- = prefix.

Elicit that when put together they make the word international. Ask pupils to explain the difference in meaning between national and international.

Tell pupils that prefixes change the meaning of the root word.

Show pupils the word appear. Ask pupils what this word means.

Ask pupils to think of a prefix to add to appear which will change its meaning.

Give them the opportunity to respond before displaying the words disappear and reappear.

Ask pupils to identify the prefix in each of these words. Discuss the meaning of each prefix.

Repeat the above with the words visible (invisible) and legal (illegal).

Discuss the different prefixes to those two root words, and point out that those prefixes will not make sense when added to appear.

Discuss the meaning of other prefixes, for example: dis-, un-.

For pupils: Steps to success 1. Ensure you know how to spell the root word.

2. Say the word with the prefix added, then write it.

3. Does the word makes sense (have you heard it before), and does it look correct when written?

Independent activity Refer pupils to the Year 5 Spelling Pupil Book, pages 6–7.

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Prefixes Use and apply Task A: Prefix spotter Provide pupils with a sheet containing the following text (or similar). Ask them to highlight all the prefixes in the text.

Example text: Unusually, Milo was disappointed with his creation. He was internationally famous for his baking, but now this incomplete pastry dish was impossible to save. He would have considered it illogical, but then remembered that the ancient recipe had been almost illegible. Unfortunately he had found it irresistible to try, but now he faced a walk to the supermarket to buy cakes for his guests.

Task B: Prefix areas Display a range of prefixes around the classroom (choose four or five from, for example: dis-, im-, in-, il-, un-, tele-, auto-, sub-, trans-, circum-, sur-).

Say a sentence containing a word which contains one of the prefixes. On hearing the sentence, pupils move to the area of the room labelled with the prefix that they have heard.

Show pupils the word containing the prefix.

Example sentences / words: The theatre trip was very disappointing because the actors did not know their lines. (dis-) Annoyingly, the telephone would not stop ringing. (tele-) Once uncovered, the secret messages would help him to become very powerful. (un-) Diving deeper and deeper, the submarine slipped away without trace. (sub-) Task C: Prefix Snap!

A game for 2–4 players.

Pupils need: a range of root words and a range of prefixes, with each word or prefix written on its own card. (Make sure there are an equal number of root words and prefixes.)

• Players share the cards equally and play Snap! The cards are deemed to be a matching pair when a root word is put down and a correct prefix is immediately placed on top.

• The pair is then removed and kept by the player who has called ‘Snap!’ Continue playing until there are no further pairs available.

• All players then look at the pairs held by the winner (the player with the most pairs) and give a sentence for each word made.

Example word and prefix pairs: dis-honest

sub-way

il-legible

auto-matic

un-cover

tele-phone

un-necessary

tele-scope

sub-stance

in-valid

trans-script

trans-continental

auto-mobile

im-possible

in-visible

auto-biography

auto-graph

circum-stance

un-conscious

il-legal

circum-navigate

dis-loyal

© 2015 Keen Kite Books, an imprint of HarperCollinsPublishers Ltd. You may photocopy this page.

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Apostrophes Learning objective We are learning to spell words that use the apostrophe for contractions or possession.

What pupils already know Pupils should know that the apostrophe can be used for two completely different reasons: first to shorten phrases, and second, in a noun, to indicate possession.

Key vocabulary apostrophe, contraction, possession

Teaching notes • Display the following short sentences: She doesn’t like chips.

Jack’s ball was missing.

• Ask pupils to identify the words which are using an apostrophe, then to explain how and why the apostrophes have been used.

• Recap that apostrophes are used for: { Contractions – shortening of phrases by removing one letter or more, with an apostrophe replacing the letters). { Possession – to show that someone or something owns something.

Examples: Ask pupils if they can use the apostrophe for was not and she will.

Ask pupils to write the contracted versions and share their responses. Model changing was not to wasn’t, and she will to she’ll.

Ask pupils where the apostrophe should be placed in the following examples: the girls scooter

the cats whiskers

Model adding the apostrophe to girl’s and cat’s in the above, and discuss the possession (the scooter and the whiskers). Ask pupils if the nouns are singular or plural. Elicit that when a noun is singular, we add apostrophe s to show possession. Remind pupils that if the noun is a plural ending with s, then just the apostrophe is added, for example: the babies’ swimming group.

For pupils: Steps to success 1. Does the word need an apostrophe, and does it make sense?

2. If letters have been removed, put the apostrophe in their place.

3. If a noun belongs to someone or something, use an apostrophe before the owner’s s (if the owner is singular) or after their s (if the owners are plural).

Independent activity Refer pupils to the Year 5 Spelling Pupil Book, pages 24–25.

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Apostrophes Use and apply Task A: Make a pair Provide half of a group with phrases in their contracted form, and the other half with the full version of the phrase.

Example phrases: she will – she’ll should have – should’ve will not – won’t could not – can’t could have – could’ve Ask the pupils to make a pair by finding the person with the corresponding phrase.

Pairs should then write a sentence containing the contracted form before playing again.

Task B: Use the possessive apostrophe Provide pupils with a variety of sentences in which the possessive apostrophe is required.

Example sentences: The ball was in the dogs basket.

In Daisys cupboard there was a present for her mum.

A heap of vegetables were on Toms plate.

Smoke was coming out of Devs chimney.

Unkindly, Layla hid Annas pencil.

These sentences should either be displayed, provided on sheets or dictated. Pupils write the sentences, adding the apostrophe in each one as required.

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

Pupils need: cards containing phrases which need apostrophes adding (for contraction, or possession, or a mixture of both).

• 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 phrases, while the other player(s) responds by writing a sentence including the given phrase with its apostrophe added.

• 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 the most words with correct spelling and use of the apostrophe.

Example: 1. Player 1 reads Sams bike from a card.

2. Player 2 writes a sentence containing the words Sam’s bike, for example: Sam’s bike was new and exciting.

© 2015 Keen Kite Books, an imprint of HarperCollinsPublishers Ltd. You may photocopy this page.

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Progress test 3 Choose the correct spelling.

1

umbrella / umbreller

2

above / abuv

3

munth / month

4

becalm / beecalm

5

immeedeeat / immediate

Write the correct spelling for each word.

6

wollet

7

trubble

8

obeedeunt

9

amung

10 munny Write the correct spelling for each underlined word.

11 He had to buy matereal to make his suit.

12 At the frunt of their house was a lovely oak tree.

13 She was a wunderful singer.

14 It was a cureeous cat which found the mouse.

15 The farmer grew serial, which was then dried and packaged in boxes.

16 – 20 Read the passage below. Find the five incorrect spellings and then write the correct spelling of each word.

They saw the yung monky in the trees near the misteryous swomp and immediately decided they would steel it.

Score 44

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© 2015 Keen Kite Books, an imprint of HarperCollinsPublishers Ltd. You may photocopy this page.

End-of-year test Choose the correct spelling.

1

sliced / slicet

2

incomplete / imcomplete

3

luv / love

4

umbrella / umbreller

5

advantagus / advantageous

Write the correct spelling for each word.

6

traysable

7

associayshen

8

spunge

9

reck

10 caffiene Write the correct spelling for each underlined word.

11 She bought her wedding dress from the bridle shop.

12 He thought the fudge cake was adorible.

13 The fruits were all grown on a nearby plantashun.

14 Since starting drama school she was better at singing allowed to an audience.

15 Most of the class had a terrible coff.

16 – 20 Read the passage below. Find the five incorrect spellings and then write the correct spelling of each word.

After weeks of preparashen they had managed to acheive their goal of creating a giant model wosp for the insect display at the studeio. It had been most enjoyerble.

Score © 2015 Keen Kite Books, an imprint of HarperCollinsPublishers Ltd. You may photocopy this page.

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