Alphabetical Order
***FULL
MARKS =
MERIT***
Put the following words into alphabetical order…be careful not to rush!












Frigate
Fret
Frond
Fat
From
Frisbee
Frost
Frog
Forget
Fly
Frivolous
Flap
If you finish: write a sentence explaining how you know the list is now in
alphabetical order.
Dictionary
 Following on from our work on alphabetical order, you need to find
and note down the definition for as many words as you can in ten
minutes!
uniform
knowledge
business
music
citizen
objective
heir
client
hero
novel
knowledge
business
 HINT: the dictionary can be thought of as being in four quarters:
1. abcdef
2. ghijkl
3. mnopqrs
4. tuvwxyz
Spellings
- necessary
- disappoint
 Many people get these words wrong because they get muddled up with
where the doubled letters should go (e.g. neccesary)
 BUT, we can come up with sayings to help us remember these types of
words e.g. “It is necessary to have one Coat and two Socks” and “I would
be disappointed to get only one Sausage and two Peas”
Try and come up with sayings to help you remember how to spell:
- embarrassed
- beginning
- tomorrow
 We can also remember spellings by looking for words within words e.g.
“There is definitely a NIT in my hair”
See if you can find any words within the below words that may help you
to remember their spelling:
- average
- potential
- trainspotter
How many other words can you think of that are like this?
Syllables


A syllable is a chunk of sound which makes up one part of a word.
All words have at least one syllable, but many have more than one and
can be split up into their syllables:
- but-ter-fly
Split the following words up into their syllables like the examples:
- attention
- specialism
- chemistry
Now, write down these words and the number of syllables they have:
ruler
detention
board
assembly
teacher
dictionary
uniform
English
homework
commendation
information
work
‘A’
 The vowel ‘a’ can be pronounced with a short sound
(bat), or a long sound (bait)
 List 15 words you can think of that have a long ‘a’
sound
 You will start to notice there are three types: ‘a’
followed by ‘y’; ‘a’ followed by ‘i’ and ‘a’ followed by
another letter then ‘e’. Write these down.
 Also, if you add ‘e’ to the below words, the short ‘a’
sound becomes long…
cap, mat, rat
 Can you think of any other words where you can
change the ‘a’ sound from short to long by adding an
‘e’ on the end? List them.
‘ee’ and ‘ea’
 Some words with a long ‘e’ sound in the middle can be spelt with
‘ee’, whilst words that have the SAME SOUND can be spelt with
‘ea’, and therefore have a DIFFERENT MEANING
e.g. - been/bean - heel/heal - real/reel
 Take these examples and try to write a sentence for each
word
 Now, write the correct spelling for the following:
The fisherman loved to be at s**.
I had a cup of t**.
I have size ten f**t.
You hit your golf ball from a t**.
It was a f**t of true courage.
The couple could s** a shooting star.
He was a r**l hero.
 See if you can think of any other examples of these such
words
‘ou’ and ‘ow’
 Write down 10 words with the ou/ow sound in them
e.g. house/down
 You will notice 3 spelling patterns amongst your words:
‘ow’ at the end of a syllable/word
‘ow’ where last letter is ‘l’ or ‘n’
‘ou’ where last letter is ‘d’
 Here is a sentence using 3 words with the ‘ou’
sound…The mouse ran around the house
 Try to write another sentence where the ‘ow’ sound
is repeated 3 or more times
‘oi’ and ‘oy’
 Below are clues to certain words that all contain either ‘oi’ or ‘oy’.
Write them down if you can guess them:
Something you play with
You might get told off if you’re making too much of this
To give someone a job
The place where your bones meet
This is another word for shy
This is a type of money
If you offer someone a number of alternatives then you are giving
them a…
 Now, choose two ‘oi’ words and two ‘oy’ words and come up
with clues for each one to give to the class…
 You will notice, that ‘oi’ usually appears in the middle of a word
and ‘oy’ at the end…can you think of any exceptions?
‘c’
 The letter ‘c’ can be pronounced in different ways, depending what
word it’s in; it can be ‘soft’ or ‘hard’.
 Think of 6 words with a soft sounding ‘c’ (e.g. ceiling, bicycle)
and 6 words with a hard sounding ‘c’ (e.g. cat, cut).
 You will notice the general rule for hard/soft ‘c’ sounds is: if
followed by ‘e’, ‘i’ or ‘y’ = soft, if followed by ‘a’, ‘o’, ‘u’, ‘h’ = hard
 Knowing this rule, how do you think the following words
would be pronounced; with a soft or hard ‘c’?
cantankerous
cygnet
cipher
centaur
calliper
 Extension: write a tongue twister in which most – or all - of
the words begin with a soft or hard ‘c’ (you decide!)
‘G’
 Just like the letter ‘c’, the letter ‘g’ can have a hard or a
soft sound dependent on the vowel it is followed by
 In pairs, one of you come up with a list of ‘hard g’
words and one of you come up with a list of ‘soft g’
words (try 10 each – NOT from the words below!)
 Looking at these, can you work out the spelling rule?
Gap
goat
giraffe
Gentle
give
gullible
Gender
germ
gig
Merit for anyone
Gutter
gag
gym
who works it out!
Gyrate
gosh
gin
‘g’

See if you can guess the word beginning with ‘g’ and spell it correctly:
1. You would do this with a present
2. You fire bullets from this
3. A tall animal with very long legs
4. Footballs are kicked into this
5. Your teeth grow out of these
6. A place where you do sport and exercise
7. The opposite of mean
8. Somewhere full of dead people
9. Football, Top Trumps and COD are all examples of these
10. When you call someone but they are talking to someone else, they are,,,

Now, think of three more clues for words beginning with ‘g’ for the rest of
the class to solve!
Plurals
 Plurals are used when there is more than one of something e.g. dog
/ dogs, box / boxes, city / cities
 The rules for turning a noun into a plural are:
-most end in ‘s’
-nouns ending in ‘ss’, ‘z’, ‘x’, ‘ch’ or ‘sh’ end in ‘es’
-nouns ending in ‘ y ’ change the ‘ y ’ to ‘i’ and end in ‘es’
 Turn the below nouns into its correct plural:
Fox
church
Meal
try
Girl
hoax
Patch
worry
Hiss
dish
Day
cry
Boy
puppy
Bus
watch
Plurals – ‘f’
 List eight words that end in ‘f’ or ‘fe’ e.g.
calf
 To create a plural from a word that ends
in “f” or “fe”, the “f” or “fe” is removed and
“ves” is added e.g. calves
 Now turn your words into plurals.
 Are there any this rule doesn’t work for?
Why not?
Purals Test!
 Turn all of these into their plural form – aim to
get the spelling correct.
list
hat
house
calf
latch
church
fly
wish
half
beast
life
cave
hiss
pony
thief
sheep
Suffixes
 The following are what we call suffixes (word endings):
ness
er
est
ly
 They are added to the end of words to change their
meaning; sometimes this changes the spelling of the
main word
 Add the above suffixes to the following words and see
if you can work out the spelling rule…
Happy, empty, ugly, heavy, pretty
 What if I want to add the suffix ‘ing’ to empty? What
happens then and why?
COMPLETE
THIS TASK AT
THE BACK OF
YOUR BOOK
‘ing’
 ‘-ing’ is another example of a suffix
 Add the ‘-ing’ suffix to the words in the 3 lists below – each list
follows a different rule for adding ‘-ing’, so follow the example at the
top.
Clean=cleaning
think
dream
say
do
hop=hopping
shop
shut
hug
plan
hope=hoping
take
write
bite
share
Now, see if you can complete these sentences about the rules for
adding ‘-ing’ to words:
For most words we just…
For words with a short (rap) vowel sound we…
For words that end in ‘e’ we…
‘ing’
For most words we just add ‘ing’
For words with a short (rap) vowel sound we repeat
its last letter, then add ‘ing’
For words that end in ‘e’ we take away the ‘e’ then
add ‘ing’
 The below words ending in ‘ing’ are spelt
incorrectly; see if you can amend them so that
they are accurate.
Packking
Phoneing
Skiping
Checkking
Careing
Moanning
Runing
Dareing
Askking
Failling
Diging
Tring
‘ful’
 By adding the suffix ‘ful’ to the end of a
word, we can change some of them into
adjectives
e.g. Youth(ful), Care(ful), Joy(ful)
 Try to think of more examples of words
we can add ‘ful’ to to make an adjective
 The person with the most gets a merit!
Guess the name of the person:
 a person who helps children learn (teacher)
 a person who works on the land
 a person who bakes bread
 a person who fixes toilets and heating
 a person who sells meat
 a person who cuts hair
What do you notice about what all these words have in
common?
Can you think of any other examples that would fit into
the same category?
‘ful’ & ‘less’





The two suffixes at the end of these words are ‘ful’ and
‘less’. Can you work out what these suffixes might
mean?
useful
useless
Notice: although ‘ful’ means ‘full’ there is only one ‘l’
Think of another word which can have both ‘ful’ and
‘less’ added to it and write two sentences; one with the
‘ful’ word and one with the ‘less’
Do this as many times as you can!
Prefixes
 A prefix is a letter or group of letters that is attached to
the beginning of various words – it cannot usually be
an independent word on its own
 Some examples are:
auto
circum
trans
tele
bi
 Come up with as many words as you can which begin
with these prefixes
Prefixes
 The prefixes we looked at last lesson have meanings
attached to them:
auto (self)
circum (around)
trans (to move)
tele (far away)
bi
(two)
aqua (water)
 Now you know these meanings, come up with your
own invented words that start with these prefixes!
e.g. aquaschool, telefriend
Prefixes
 The prefix ‘re’ means ‘to do again’
 See how many examples of words with
the prefix ‘re’ at the beginning you can
come up with
 Person with the most, gets a merit!
Speech Marks
 Write the below sentences out, using the correct speech
punctuation.
Remember: start a new line when a new person speaks
and to put other punctuation inside the speech marks.
Friday!
 Today is Friday 
 This word starts with an F and has two
syllables.
 Write down as many words as you know
that follow this same pattern.
*If you are unsure of the spelling, you
MUST look it up in the dictionary*
Pronouns and Regular
Verbs
 Complete
these phrases
with the
correct version
of the verb.
Pronouns and Irregular
Verbs
 Complete
these phrases
with the
correct version
of the verb.
Word Types
 Make a list of all the nouns, then all the
adjectives, then all the verbs in the below
passage:
Spelling Mistakes
 Identify the spelling mistakes made in the
below passage and re-write it with the
corrections.
Correct the mistakes
 Re-write the
whole
passage
with all
corrections.
There are
lots!
How did you do?
 There was no answer. He knocked on the door
three times, but nobody came. Where could
they be? “Is anybody there?” he shouted and
waited for a reply. It seemed strange; their
house was always busy. Maybe they’ve gone
to the shops, he thought, that’s what it’ll be. He
ran round to the back of the house and looked
through the window. Five bodies were lying on
the floor. He heard a sudden noise behind him
and, as he turned, he knew he’d seen his last
sunrise.
These sentences are missing apostrophes. Work out
where they belong and write them down.
Dictionary Skills
 You are the manager of an
HMV store.
 List the following artists in
alphabetical order so you
can place them correctly
on the shelves.
 Order them by their
surnames.
Dictionary Skills












Beatles
Beckham
Eminem
Gates
Gray
John
Jones
Knowles
Lopez
Madonna
Martin
Mavericks













Minogue
Osbourne
Pink
Presley
Queen
Radiohead
Spears
Springsteen
Timberlake
Turner
Westlife
Wonder
Young
Omission Apostrophe
 Now, match these
long versions up with
their shorter versions that
make use of omission
apostrophes:
Possessive Apostrophe
 When you place ‘s after a noun, it means that it owns
something/someone. If a word already ends in an ‘s’ then you
simply put ‘ after it to show possession.
e.g. this is Peter’s hat
Mr Jones’ hat
 Place the ‘ or ‘s in
the correct place to
make these things
belong to the nouns:
 Finally, try to write
two of your own
sentences for each
use of the apostrophe
(omission and
possessive)
Omission or Possessive?

Identify whether the below examples are using omission or
possessive apostrophes. Don’t write the whole sentence, just
‘omission’ or ‘possessive’.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
I haven’t done my homework.
The window’s open.
This is the customers’ car park.
He can’t come tonight.
It is Matthew’s pencil case.
The shopkeeper’s stock was running low.
Wouldn’t you like to know?
Why isn’t this working?
This chair’s really comfortable.
It was Manchester United’s first draw of the season.