Spelling Lists
Each week, your child will get their own spelling sheet with an activity page and the 'look, cover, write, check' practice page. All spellings sheets are collected in on the Friday in preparation for our weekly spelling test. Please encourage your child to practice their spellings at home. You could test your child throughout the week or use the spelling shed app (see link in Spelling file). All children have their very own log in inside their reading record. Any issues, do not hesitate to speak to me.
WC 30.11.20
Group 1: The ‘ay’ and ‘oy’ digraphs. These digraphs are used for those sounds at the ends of words and syllables.
day
say
stay
toy
joy
play
way
clay
joy
cowboy
Group 2: Adding suffixes beginning with vowel letters to words of more than one syllable. The consonant letter is not doubled if the syllable is unstressed.
gardening
gardened
limited
limiting
developing
developed
listening
listened
covered
covering
WC 23.11.20
Group 1: The /ai/ and /oi/ digraphs. These digraphs are virtually never used at the end of words in English.
rain
train
afraid
join
point
wait
paid
oil
coin
soil
Group 2: The prefix ’mis-’ This is another prefix with negative meanings.
misbehave
mislead
misspell
mistake
misplace
misread
mistrust
misunderstanding
misuse
mislaid
WC 16.11.20
Group 1: Words of more than one syllable often have an unstressed syllable in which the vowel sound is unclear. Sometimes words can be joined together to form compound words.
rabbit
carrot
thunder
sunset
football
playground
farmyard
bedroom
blackberry
Group 2: The prefix ’dis-’ which has a negative meaning. It often means ‘does not’ as in does not agree = disagree.
disappoint
disagree
disobey
disable
dislike
dislocate
disappear
disadvantage
disapprove
dislodge
WC 09.11.20
Year 3
Group 1: Adding –er and –est to adjectives and the prefix un-.
fresher
quicker
higher
hardest
darkest
unhappy
undo
unload
unfair
unlock
Group 2: Words with the prefix ’re-’ ‘re-’ means ‘again’ or ‘back.’
redo
refresh
return
reappear
decorate
revenge
review
replay
reaction
rebound
WC 19.10.20
Year 3
Group 1: Adding the endings -ing and -ed to verbs. If the verb ends in two consonant letters (the same or different), the ending is simply added on.
hunting
buzzing
jumping
walking
shouting
hunted
buzzed
jumped
walked
shouted
Group 2: Challenge words
actual
answer
bicycle
circle
earth
enough
fruit
island
often
popular
Year 4: Challenge words
calendar
appear
believe
grammar
increase
interest
opposite
straight
opposite
striaght
strength
women
WC 12.10.20
Year 3
Group 1: Adding s and es to words (plurals). If the ending sounds like /s/ or /z/, it is spelled as –s. If it forms an extra syllable, then it is spelled as –es.
flowers
boxes
lunches
apples
beaches
trees
dishes
dogs
peaches
clouds
Group 2: Words with endings that sound like /ch/ is often spelt –’ture’ unless the root word ends in (t)ch.
creature
furniture
picture
nature
adventure
capture
future
sculpture
fracture
mixture
Year 4: The prefix ‘inter-’ means between, amongst or during.
interact
intercity
international
interfere
interview
intercept
intercom
internet
interchange
interface
WC: 05:10:20
Group 1: The /v/ sound at the end of words. English words hardly ever end with the letter v, so if a word ends with a /v/ sound, the letter e usually needs to be added after the v.
very
happy
funny
party
family
give
have
love
five
save
Group 2: Words with endings that sound like /ze/, as in measure, are always spelled with 'sure'.
measure
treasure
pleasure
enclosure
displeasure
composure
leisure
exposure
closure
disclosure
Group 3: The prefix ‘sub-’ which means under or below.
submarine
subject
subway
submerge
subtropical
subdivide
subheading
substandard
subtitle
submit