Year 4 Homework – Term 3
Remember to READ EVERY NIGHT! Practice your reading goal
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Week
1
English
Spelling
Mathematics
The ‘Hare and the
Tortoise’ is a traditional
tale that has a message
or moral in it. What is
the moral of this story?
Word Detective
Identify the following for
each spelling word
 Syllable breaks
 Number of sounds in
each syllable
Represent the following
numbers on a place
value chart
a) 12 754 301
b) 1 209
c) 15 654 032
Millions Thousands Ones
2
3
4
5
Use place value parts
to solve the following
addition problems
a) 567 + 352
b) 4 678 + 3 705
Find the definition
of:
- property
- material
- material scientist
Geography
Write a
definition of
what
Geography is
eg. Geography
is
- polymer
- slime
- gel
List 2 more morals or
messages that you
have read about in
traditional tales. Eg
‘The boy who cries wolf
has a very important
message.
ABC Order
Write all of your words
in alphabetical order
Dialogue in a story it
tells us a little bit about
that character. What
things can we learn
about a character by
what they say. Eg
Rowan said “I…” this
tells us he was shy,
stuttering and afraid!
Write a list of pronounswords that can be used
instead of a noun e.g.
I , you ………
Select 3 of your spelling
words and build words
from the base word eg.
shop- shops, shopped,
shopping, shopper
Round the following
amounts to the nearest
dollar.
a) 23.05
b) 59.56
c) 9.99
Make a list of some
natural and some
processed
materials, what
makes them
different?
Name a ‘small
scale map’ and
what would be
on it. Name a
‘large scale’ map
and what would
be on it
Colourful Words
Write each word a
different colour using
coloured pencils
a) When talking about
money, what do you
think is meant by the
term ‘change’?
b) When would you give
more money than an
item costs?
c) What happens if you
give more money than
an item costs?
What does a
legend or key on
a map tell us.
Draw and label 2
symbols that
might be on a
map legend
Adverbs give more
detail to texts. They can
decribe the verb eg.
Walked slowly
Add adverbs to
describw these verbs
spoke ____________
screeched__________
Write your spelling
words in your neatest
handwriting. Use the
look, say, cover, write
check method
Use counting (forwards
or backwards) to
calculate the change
from $5.00 when you
buy a packet of lollies
for $3.95.
Explain what
biodegradable
means?
Predict which might
biodegrade quicker
and why?
a) Apple vs Plastic
Bag
b) Paper Bag vs
Banana Skin
c) Rubber Glove vs
Cotton Wool
From the following
(Fabric, Metal and
Plastic), which
would be best used
for these items and
why?:
a) Hairbrush
b) Lunchbox
c) Backpack
Spelling City
Study Ladder
http://www.spellingcity.co
m/
http://www.studyladder.co
m.au/?lc_set=
Eg: 435 + 22
400
30 + 20
5
2
shivered _________
Online
Learning
Science
Try to stretch a
piece of A4 paper
until it rips.
What properties of
the paper could
you change to
make it stronger?
In mapping what
does the
acronym
BOLTSS stand
for
Border
O____________
L ____________
T____________
S____________
S____________
Why do we use
grid references
to locate places
on a map?
SPELLING FOR GROUP FIVE TERM 3 2015
WEEK 1 Consolidation
Yr 4 Unit 1 Week 5 & Unit 2
Week 1
Complex Consonants – ‘dge’ ‘str’
‘tch’ ‘squ’
Silent letters - ‘tch’ ‘kn’ ‘gn’ ‘wr’
sketch
squirt
stretch
squawk
hutch
squirrel
catch
squeeze
latch
knotted
knuckle
square
knitting
gnocchi
knead
gnashing
knowledge
wrinkle
edge
wrapped
judge
The ‘tch’ pattern is most often
following a short vowel (pitch) while
‘ch’ is often after another consonant
or vowel pattern (lunch, reach).
LEM rules –
‘wr’and ‘kn’ may only be used to
represent ‘r’ at the beginning of a
base word.
‘tch’ is usually used to represent the
sound ch after a single vowel in a
one syllable word. The vowel does
not always say its first sound.
‘gn’ may be used to represent the
sound ‘n’ at the beginning or at the
end of a base word.
‘dge’ may only be used to represent
the sound ‘j’ at the end of a word
after a single vowel which says its
first sound – a, e, i, o or u.
WEEK 3 Focus Area AFFIXES
Yr 6 Unit 1 Week 2
Suffixes — ‘ance’, ‘ence’
Yr 4 Unit 4 Wk 4
Suffix – ‘ous’
WEEK 2 Consolidation
Yr 4 Unit 2
Week 2 Vowels
– diphthongs
‘oi’ ‘oy’ and ‘ou’
Yr 4 Unit 1
Week 4
Doubling Final
Consonant
disloyal
allow
voice
amount
moisture
doubt
dough
through
employ
ground
voyage
avoid
wrapping
trapped
shopping
hottest
quitting
spotty
dragged
knotty
stopped
tripped
WEEK 3 Focus Area –
WEEK 4 Focus Area –
WEEK 5 Focus Area -
Unaccented final syllables
Yr 4 Unit 3 Week 3
Unaccented final syllables — ‘le’
and ‘el’
Unaccented final syllables
Yr 4 Unit 3 Week 4
Unaccented final syllables — ‘il’
and ‘al’
Unaccented final syllables
Yr 4 Unit 4 Week 3
Final syllables — ‘er’, ‘ar’ and ‘or’
principle
candle
example
double
miracle
staple
handle
vehicle
couple
tremble
council
pencil
nostril
April
civil
tonsil
stencil
pupil
fossil
principal
another
border
answer
reporter
gather
whether
rather
burglar
collar
lunar
jewel
fuel
caramel
level
quarrel
novel
hotel
tunnel
cancel
funnel
normal
journal
animal
material
social
equal
festival
special
dental
hospital
solar
popular
regular
similar
familiar
mirror
meteor
cursor
editor
visitor
Unit 2 - A diphthong is a vowel sound that
glides from one sound to another in a
quick, smooth movement.
Ambiguous vowels can be challenging to
spell as the same pattern can make
different sounds, such as ‘ou’ in ‘dough’
and ‘through’ Unit 1 - Doubling
consonants at the syllable juncture
preserves the short vowel sound e.g.
‘hŏp’ becomes ‘hŏp/ping’. If the consonant
is not doubled the syllable becomes open
and the vowel can become long e.g. ‘hŏp’
– ‘hō/ping’.
Exceptions to this generalisation include
most words that end in ‘w’ (draw) or ‘x’
(wax).
LEM Rules –
‘oi’ – may not be used at the end of word.
English words don’t end in ‘I’. Can be
used within a syllable.
‘oy’ is used to represent the sound ‘oy’ at
the end of a syllable if a vowel follows
(voyage, foyer, royal, disloyal)
Words with the final syllables ‘le’, ‘el’, ‘il’
and ‘al’ can be challenging to spell as
the difference cannot always be heard.
For example, ‘principle’, ‘level’, ‘pencil’
and ‘dental’. The syllables are
unaccented or have less stress. The
vowel sound is neither short nor long.
It is useful to remember that the ending
‘le’ is far more common than ‘el’. Use
your visual spelling knowledge to learn
the shape and spelling of these words.
Words with the final syllables ‘le’, ‘el’,
‘il’ and ‘al’ can be challenging to spell
as the difference cannot always be
heard. For example, ‘principle’, ‘level’,
‘pencil’ and ‘dental’. The syllables are
unaccented or have less stress. The
vowel sound is neither short nor long.
It is useful to remember that the ending
‘le’ is far more common than ‘el’. Use
your visual spelling knowledge to learn
the shape and spelling of these words.
The final syllables ‘er’, ‘ar’ and ‘or’ are
usually unaccented (unstressed)
syllables making it difficult to hear the
difference in the vowel sound. There are
a few generalisations that may assist in
remembering these words:
•comparatives are always spelt ‘er’
•the final syllable ‘er’ is more common
than ‘ar’ or ‘or’
•adding a suffix may help to hear the
difference e.g. similar – similarity.
Use visual spelling knowledge.
WEEK 4 Focus Area AFFIXES
Yr 4 Unit 4 Week 4
Suffixes — ‘tion’, ‘ous’, ‘y’ and
‘ish’
WEEK 5 Focus Area –
AFFIXES
Yr 4 Unit 3 Week 5
Prefixes — ‘un’, ‘re’, ‘dis’ and
‘mis’
WEEK 3 Focus Area –
AFFIXES
Yr 5 Unit 7 Week 5
Suffixes — ‘able’, ‘ible, ‘ous’ and
‘eous’
WEEK 4 Focus Area –
AFFIXES
Yr 5 Unit 2 Week 3
Suffixes — ct + ‘ion’, ss + ‘ion’, t +
‘ion’ and ‘e’ drop + ‘ion’
acceptance
anxious
appearance
famous
guidance
jealous
defiance
disastrous
instance
dependence
confidence
patience
intelligence
difference
The suffix ‘tion’ changes words into
nouns, for example educate (verb)
– education (noun). The suffix
‘ous’, ‘y’ and ‘ish’ form adjectives,
for example fame (noun) – famous
(adjective); thirst (noun) – thirsty
(adjective); child (noun) – childish
(adjective).
The suffixes ‘tion’ and ‘ish’ mean
‘state of being’. The suffix ‘ous’
means ‘full of’ and the suffix ‘y’
means ‘like’.
education
cloudy
collection
thirsty
illustration
hungry
concentration
fussy
separation
nosey
anxious
childish
famous
foolish
jealous
stylish
disastrous
longish
dirty
selfish
The suffix ‘tion’ changes words into
nouns, for example educate (verb) –
education (noun). The suffix ‘ous’, ‘y’
and ‘ish’ form adjectives, for example
fame (noun) – famous (adjective);
thirst (noun) – thirsty (adjective);
child (noun) – childish (adjective).
The suffixes ‘tion’ and ‘ish’ mean
‘state of being’. The suffix ‘ous’
means ‘full of’ and the suffix ‘y’
means ‘like’.
unusual
disagree
unclean
dishonest
unable
discovery
unhappy
disappear
uncommon
disobey
research
mistrust
recharge
mistook
recycle
misspell
refill
misprint
remind
misbehave
Prefixes change the meaning of
the base word.
The prefixes ‘un’ and ‘dis’ mean
not; ‘re’ means again; and ‘mis’
means wrong.
Knowing the meanings of prefixes
helps with word building and
making meaning.
For example: ‘unbelievable’ means
not believable; ‘disagree’ means to
not agree; ‘refill’ means to fill again
fashionable
suitable
comfortable
favourable
agreeable
changeable
responsible
horrible
eligible
incredible
possible
edible
visible
joyous
dangerous
mysterious
humorous
famous
gorgeous
courteous
Suffixes are morphemes that are
placed at the end of words (or base
words). Suffixes change the base word
and how it is used. Suffixes can turn
words into nouns, adjectives, adverbs
or verbs.
The suffix ‘able’ is usually added to
base words (for example,
fashion/able), while the suffix ‘ible’ is
usually added to root words (for
example, horr/ible). The suffixes ‘able’
and ‘ible’ sound the same. Sometimes
it can be difficult to work out which
suffix to use based on sound alone.
The suffix ‘able’ is usually found at the
end of a whole word. For example,
‘comfort’, ‘fashion’ and ‘favour’ are
whole base words. Adding the suffix
‘able’ makes the words ‘comfortable’,
‘fashionable’ and ‘favourable’.
The suffix ‘ible’ is usually found at the
end of a root word.
For example, ‘incred’, ‘horr’ and ‘elig’.
These are not
whole words. The suffix ‘ible’ is used to
make the words ‘incredible’, ‘horrible’
and ‘eligible’.
An easy way to remember the
difference is ‘able’ is a whole word,
while ‘ible’ is not!
The suffixes ‘able’ and ‘ible’ are usually
adjective-forming (e.g. comfortable,
incredible).
The suffixes ‘ous’ and ‘eous’ are
usually adjective-forming (e.g. joyous,
courteous).
These suffixes mean ‘like, full of’ or
‘relating to’.
introduction
interruption
direction
suggestion
selection
prevention
correction
exception
instruction
communication
expression
illustration
submission
location
transmission
frustration
discussion
decoration
profession
pollution
Suffixes are morphemes placed at
the end of words to change how the
word is used.
The suffix ‘ion’ changes words into
nouns. This suffix has been added
to base words ending in ‘ct’
(selection), ‘ss’ (express) and ‘t’
(exception).
Explore the base words and how
some endings change. Base words
that end in ‘e’ will usually drop the
‘e’ before adding the suffix ‘ion’ (e.g.
frustrate - frustration); the final ‘t’
changing to ‘ss’ in words such as
‘submit’ and ‘transmit’. This suffix
makes a /shun/ sound when added
to base words.