were (we were playing tennis)
where (where are we going?)
their (it is their coat)
they’re (they are)
two (I have two brothers)
too (it was too heavy)
we’re (we are)
there (it is over there)
to (I went to the shop)
Is there any other words which sound the same but have different spellings and meanings?
(They may appear in next Monday’s test!)
Spelling toolkit for words that sound similar (homophones), but that have different
spellings and meanings
◆We were lost in the middle of Timbuktu. No one knew where we were. Next time we
travel, we're going to bring along a map.
◆They’re going to build their house over there.
◆I went to the shop with my two sisters to buy some sweets, but they were too
expensive.
were (we were playing tennis)
where (where are we going?)
their (it is their coat)
they’re (they are)
two (I have two brothers)
too (it was too heavy)
we’re (we are)
there (it is over there)
to (I went to the shop)
Is there any other words which sound the same but have different spellings and meanings?
(They may appear in next Monday’s test!)
Spelling toolkit for words that sound similar (homophones), but that have different
spellings and meanings
◆We were lost in the middle of Timbuktu. No one knew where we were. Next time we
travel, we're going to bring along a map.
◆They’re going to build their house over there.
◆I went to the shop with my two sisters to buy some sweets, but they were too
expensive.
were (we were playing tennis)
where (where are we going?)
their (it is their coat)
they’re (they are)
two (I have two brothers)
too (it was too heavy)
we’re (we are)
there (it is over there)
to (I went to the shop)
Is there any other words which sound the same but have different spellings and meanings?
(They may appear in next Monday’s test!)
Spelling toolkit for words that sound similar (homophones), but that have different
spellings and meanings
◆We were lost in the middle of Timbuktu. No one knew where we were. Next time we
travel, we're going to bring along a map.
◆They’re going to build their house over there.
◆I went to the shop with my two sisters to buy some sweets, but they were too
expensive.
wonderful
normally
decorative
pollination
scientific
specialist
painful
wholly
furtive
examination
manic
novelist
Spelling toolkit for adding different types of suffixes (ful, ly, ive, tion, ic, ist)
◆ A suffix is a group of letters that appear at the end of words that change
the meaning of the root word. For example, the word beautiful means to be full
of beauty.
◆ There are some general rules for adding different types of suffixes. You will
be investigating vowel suffixes and consonant suffixes.
◆ ful, ly and tion are consonant suffixes (they start with consonants and not
vowels). Generally, these suffixes can be added without changing the base word
(e.g. quickly – the word quick stays the same). However, if the base word ends in
a y (like beauty) then this changes to an i before the suffix is added (beautiful).
Also, if adding the suffix tion to a base word ending in t (such as construct)
then this t at the end of the base word is dropped before adding the suffix (so
construction is not spelt constucttion!)
◆ ive, ic, ist are vowel suffixes. If the base word that you are adding one of
these suffixes to ends in e or y (such as decorate or horrify) then this must be
dropped before adding the suffix (decorative & horrific – see how the letters
are dropped before adding the suffix).
hospital
separate
widening
interest
jewellery
voluntary
library
literacy
illiterate
literature
literate
lottery
Spelling toolkit for polysyllabic words with unstressed vowels
◆ polysyllabic – more than one syllable.
◆ Unstressed vowels (also known as a schwa) – when a vowel sound is not stressed when
read within a word. For example, the i in business is not stressed (it may sound like
busyness if you did!)
◆ It’s tricky to learn how to spell these words. However, if you use related words (e.g.
station for stationary) then you may only have a small part of a word to learn. You may
also remember the spelling if you say the words how they may sound if they didn’t have
the schwa (e.g. Wednesday – sounds like wed-nes-day).
hospital
separate
widening
interest
jewellery
voluntary
library
literacy
illiterate
literature
literate
lottery
Spelling toolkit for polysyllabic words with unstressed vowels
◆ polysyllabic – more than one syllable.
◆ Unstressed vowels (also known as a schwa) – when a vowel sound is not stressed when
read within a word. For example, the i in business is not stressed (it may sound like
busyness if you did!)
◆ It’s tricky to learn how to spell these words. However, if you use related words (e.g.
station for stationary) then you may only have a small part of a word to learn. You may
also remember the spelling if you say the words how they may sound if they didn’t have
the schwa (e.g. Wednesday – sounds like wed-nes-day).
hospital
separate
widening
interest
jewellery
voluntary
library
literacy
illiterate
literature
literate
lottery
Spelling toolkit for polysyllabic words with unstressed vowels
◆ polysyllabic – more than one syllable.
◆ Unstressed vowels (also known as a schwa) – when a vowel sound is not stressed when
read within a word. For example, the i in business is not stressed (it may sound like
busyness if you did!)
◆ It’s tricky to learn how to spell these words. However, if you use related words (e.g.
station for stationary) then you may only have a small part of a word to learn. You may
also remember the spelling if you say the words how they may sound if they didn’t have
the schwa (e.g. Wednesday – sounds like wed-nes-day).