1. S P E L L I N G © Saucy Resources 2015. All Rights Reserved.

2. Set 1: Plurals of words ending in “y” What is the spelling rule? If the word ends in a vowel (a,e,i,o,u) + y then just add ‘s’ For example: boy/boys, When the letter before a ‘y’ is a consonant, change the ‘y’ to an ‘i’ before adding an ‘es’. For example: baby = babies Activity 1 Look Say Cover Write Check 1.family _____________ 2.city_____________ 3.families_____________ 4.replies_____________ 5.pony_____________ 6.cities_____________ 7.berry_____________ 8.berries_____________ 9.reply_____________ 10.ponies_____________

3. Activity 2 Have a go at these words using the rule. First, underline the letter before the ‘y’ BLUE if it is a consonant – this will help you to remember you need to change the ‘y’ 1.daisy → 2.ferry → 3.army → 4.party → 5.fly → 6.day → 7.cherry → 8.belly → 9.jelly → 10.filly →

4. Set 2 : Suffixes: Set 2 : Suffixes: –ed, –ing, –er and –est with words ending in ‘y’ What is the spelling rule? For root words ending in –y with a consonant before it, Change the ‘y’ to ‘i’ before adding –ed, –er and –est. BUT NOT before –ing as this would give ‘ii.’ Exception: skiing and taxiing – these are the only 2 ‘ii’ words copying, crying, replying Activity 1 Look Say Cover Write Check 1.happiest _____________ 2.crying_____________ 3.replied_____________ 4.prettiest_____________ 5.happier_____________ 6.cried_____________ 7.copied_____________ 8.replying_____________ 9.prettier_____________ 10.copying_____________

5. Activity 2 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! Missing word: _________________________ achslhappiestbn nreplyingnaetgI sinatyvddahslri dencarneueghmae edyiortifstamcb loeotnspaehpcit ihruqasodrepvoy crosnfpcatdiaur itvemeviisrease oharepliedarfai unzperautmuuhit segbuajgniyrcet astgujesdtgcbne copyingsurwajlr rglkmbsuoicilap

6. Set 3: Suffixes: Set 3: Suffixes: –ed, –ing, –er, –est and –y with words ending in ‘e’ If the root word has a consonant before the ‘e’, the ‘e’ at the end of the root word is dropped before–ed, –ing, –er, –est, –y are added. Exception: being Activity 1 Look Say Cover Write Check 1.nicer _____________ 2.hiked _____________ 3.strike_____________ 4.nicest_____________ 5.being_____________ 6.striking _____________ 7.braving _____________ 8.brave_____________ 9.hiking_____________ 10.bravest_____________

7. Activity 2 PYRAMIDS Build up your words to make a pyramid, adding a letter each time. Try to do this for all 10 words! Example: b b e b e i b e i n b e i n g

8. Set 4: Set 4: adding ‘ed’, ‘ing’, ‘er’, ‘est’ and ‘y’ to words with consonant and short vowel sounds The last consonant letter of the root word is doubled to keep the /æ/, / ɛ /, / ɪ /, / ɒ / and / ʌ / sound (to keep the vowel ‘short’). Exception: The letter ‘x’ is never doubled: mixing, mixed, boxer, sixes. Activity 1 Look Say Cover Write Check 1.dropping _____________ 2.waxed _____________ 3.saddest_____________ 4.wetter_____________ 5.dropped_____________ 6.sadder_____________ 7.runny_____________ 8.wettest_____________ 9.fatter_____________ 10.running_____________

9. Activity 2 Colourful Consonants Write out the words whilst colouring all the consonants. Example: saddest ______________________________________________________________ _______________________________

10. Set 5 : Adding ‘-ing What are the spelling rules? Words that end in e, drop the e and add ing. For example: give = giving Words that have two vowels before the last letter just add ing. For example: read = reading Words that have two consonants at the end just add ing. For example: pick = picking Words that end in a consonant and have a vowel before it double the last letter and add ing. For example: swim = swimming 1.walking _____________ 2.running _____________ 3.sleep_____________ 4.writing_____________ 5.dancing_____________ 6.eating_____________ 7.skipping_____________ 8.loving_____________ 9.dreaming _____________ 10.winning_____________ Activity 1 Look Say Cover Write Check

11. Activity 2 Use the rules to add ‘-ing’ to these root words:. 1.watch → ________________ 2.race → ________________ 3.travel → ________________ 4.spin → ________________ 5.play → ________________ 6.peek → ________________ 7.speak → ________________ 8.stop → ________________ 9.laugh → ________________ 10.leave → ________________

12. Set 6: Words ending in Set 6: Words ending in -ship What is the spelling rule? No letters are dropped – just add ‘-ship’ to the root word Words ending in –ship are nouns of the state, or skill of something. For example: friendship – the state of being friends leadership – the skill of being a leader Activity 1 Look Say Cover Write Check 1.friendship _____________ 2.leadership _____________ 3.membership_____________ 4.championship_____________ 5.relationship_____________ 6.stewardship_____________ 7.sportsmanship_____________ 8.citizenship_____________ 9.censorship _____________ 10.ownership_____________

13. Activity 2 STORY TIME Write a short story using as many of the ‘-ship’ words as you can. ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

14. Set 7: Words ending in -ment Activity 1 Look Say Cover Write Check 1.achievement _____________ 2.attachment _____________ 3.argument_____________ 4.employment_____________ 5.treatment 6.advertisement_____________ 7.settlement_____________ 8.embarrassment_____________ 9.engagement _____________ 10.movement_____________ What is the spelling rule? No letters are dropped – just add ‘-ment’ to the root word – even if it ends in ‘e’ Words ending in –ment are nouns meaning action or result. For example: achievement – the result of achieving something Exception: Argue = argument – one where we lose the ‘-e’

15. Activity 2 Using a dictionary, choose 5 of the words and see if you can find others in their word families. CLUE: Think about all the other suffixes you have learnt before. Colour in the root word! For example: treat treatment treating treated treaty

16. Set 8: Words ending in -ness What is the spelling rule? If the word ends in ‘-y’ change the ‘-y’ to an ‘-i’ before adding ‘-ness’ – otherwise, just add ‘-ness’ to the root word. For example: happy = happiness Exception: shy = shyness Words ending in –ness are nouns of state or quality Activity 1 Look Say Cover Write Check 1.happiness _____________ 2.forgiveness _____________ 3.cheerfulness _____________ 4.nastiness_____________ 5.sadness_____________ 6.weakness_____________ 7.fierceness_____________ 8.shyness_____________ 9.darkness _____________ 10.illness_____________

17. Activity 2 SPOT THE SUFFIX! Read the story and shade in colour all the ‘-ness’ words. If you want an extra challenge – write your own story using some ‘-ness’ words! Melissa and the fierce Greek monster Melissa was a beautiful Greek princess who lived on the Island of Loveliness. She was always happy and everyone on the island commented on her cheerfulness. One day, Melissa was smiling about the brightness of the day, and she decided to go for a walk. Off she went and enjoyed the freshness of the air and greatness of the beautiful island mountains. Then, before she could return home, darkness came. Melissa thought the lateness of the day had come very early. She got lost, and, usually full of fearlessness, was feeling very afraid. She had heard stories of a monster that appears at night in the gloominess of the dark !. She heard a sound and jumped – then she saw it ! A big bear - looking monster – his face full of aggressiveness. The fierceness of the monster frightened Melissa but she knew he would be faster than her if she ran away. The monster approached her with abruptness. It was then that she saw sadness in his eyes. The monster stopped and just looked at her, with a sort of kindness in his eyes. She asked him if he was sad, and he told her he had no friends as everyone was scared of him. Because of Melissa ’ s loveliness, she said she would be his friend. The monster smiled. She jumped on his shoulders and he rode them back to the main part of the island. When the islanders saw them both – the usual happiness in their faces vanished !. But Melissa introduced him and they saw he was really full of kindness and gentleness. From that day on, he lived amongst the rest of the islanders full of happiness.

18. Set 9: Words ending in -hood What is the spelling rule? If the word ends in ‘-y’ change the ‘-y’ to an ‘-i’ before adding ‘-hood’ – otherwise, just add ‘-hood’ to the root word. For example: likely = likelihood Words ending in –hood are nouns of state, condition or quality. For example: adulthood = the state of being an adult Activity 1 Look Say Cover Write Check 1.neighbourhood _____________ 2.adulthood _____________ 3.likelihood_____________ 4.livelihood_____________ 5.childhood_____________ 6.falsehood_____________ 7.knighthood_____________ 8.brotherhood_____________ 9.sisterhood _____________ 10.motherhood_____________

19. Activity 2 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! Missing word: _____________________ atoleranceausbe luefalsehoodtrl ibnaresistancoi ksnoarnguegrmtv edyebrthfstomhe loectssbaehicel iornqaeodrdcvri hhoanfpuaodiahh orvtmevrosrkaoo oeasdzsheaasfoo dtzbeidotancedd ssguuljoreaccek aitsijeddtgceni psehimotherhood recnadoohtludam

20. Set 10: Set 10: Adding suffixes beginning with vowels ( -ing, -ation, -er, -ed - ally) to words with 2 or more syllables What is the spelling rule? *If the last syllable of a word is unstressed, and has a vowel before the last letter, just add the suffix. For example: garden = gardening *If the last syllable of a word is stressed, first we double the final consonant and then add the suffix. For example: forgot = forgotten. Activity 1 Look Say Cover Write Check 1.forgotten _____________ 2.forgetting _____________ 3.begin _____________ 4.preferred_____________ 5.limited_____________ 6.limitation_____________ 7.actual _____________ 8.accidentally_____________ 9.actually _____________ 10.beginning_____________

21. Activity 2 Syllables (Syll – a – ble) a.Find the root word and break it into sounds. Saying the words aloud will help you to practice the rule! b.Underline using colour if the last syllable is stressed. c.Then use this to practice whether your double the consonant or just add the suffix! d.Underline in colour any doubled syllables. Example: for – get = forget = forgetting 1.forgotten ________________________________ 2.forgetting ________________________________ 3.begin _______________________________ 4.preferred _______________________________ 5.limited _______________________________ 6.limitation _______________________________ 7.actual _______________________________ 8.accidentally ______________________________ 9.actually _______________________________ 10.beginning ________________________________

22. Set 11: Set 11: The / ɪ / sound spelt y What is the spelling rule? You know some words with the / ɪ / sound that end in y already. For example: probably. BUT….some words have the / ɪ / sound spelt as a y in other places within the word! These are words we just have to learn, but we can try to use some fun ways to remember if they are spelt with an “i” or “y” Activity 1 Look Say Cover Write Check 1.myth _____________ 2.oxygen _____________ 3.Egypt _____________ 4.gym_____________ 5.mystery_____________ 6.gypsy_____________ 7.system_____________ 8.hymn_____________ 9.symbol _____________ 10.crystal_____________

23. Activity 2 MNEMONICS This is a way of remembering spellings by making a sentence using each letter of the word Make up mnemonics for your word list! Example: System = say your spellings to easily memorise!

24. Set 12: The / ʌ / sound spelt ou What is the spelling rule? ʌ Some words have the / ʌ / sound spelt as a ou in them. These are words we just have to learn, but we can try to use some fun ways to remember them! Activity 1 Look Say Cover Write Check 1.young _____________ 2.touch _____________ 3.double_____________ 4.trouble_____________ 5.country_____________ 6.rough_____________ 7.courage_____________ 8.enough_____________ 9.tough _____________ 10.couple_____________

25. Activity 2 Sentences Write a suitable sentence using each of the words. Use a dictionary for the meanings if you need to. Example: young = My puppy is still very young. young _____________________________________ _______________________________________________ touch ____________________________________ _______________________________________________ double_____________________________ _______________________________________________ trouble_____________________________ _______________________________________________ country_____________________________ _______________________________________________ rough_____________________________ _______________________________________________ courage_____________________________ _______________________________________________ enough_____________________________ _______________________________________________ tough ________________________________ _______________________________________________ couple _________________________________ _______________________________________________

26. Set 13: The prefix -in What is the spelling rule? The prefix in– usually means ‘not’ but can sometimes mean “into.’ For example: incorrect = not correct. Most of the time, we just add the ‘in-’ to the beginning of the root word without any spelling change. Activity 1 Look Say Cover Write Check 1.incorrect _____________ 2.inactive _____________ 3.inedible_____________ 4.invisible_____________ 5.immature_____________ 6.indoors_____________ 7.incredible_____________ 8.incomplete_____________ 9.incapable _____________ 10.inappropriate_____________

27. Activity 2 BUBBLE LETTERS Write each of the words in bubble letters and colour them in. Colouring the prefix in a different colour to the root word might help you to remember it!

28. Set 14: More on the prefix -in Activity 1 Look Say Cover Write Check 1.illegible _____________ 2.illegal _____________ 3.impossible_____________ 4.impatient_____________ 5.imperfect_____________ 6.irregular_____________ 7.irrelevant_____________ 8.irresponsible_____________ 9.illogical _____________ 10.illiterate_____________ What is the spelling rule? There are times when we change ‘in-’. Before a root word starting with l, in– becomes il. Before a root word starting with m or p, in– becomes im–. Before a root word starting with r, in– becomes ir–.

29. Activity 2 Use the rules to add the correct prefix to these root words:. You need to look at the rules for set 13 and set 14 to help you. 1.accurate → ________________ 2.pure → ________________ 3.rational → ________________ 4.mortal → ________________ 5.legitimate → ________________ 6.personal → ________________ 7.adequate → ________________

30. Set 15: Set 15: Adding the prefix ‘dis-’ and ‘mis-’ What is the spelling rule? Like ‘un-’ the prefixes ‘dis-’ and ‘mis-’ have negative meanings – to not to do something, or to be the opposite of something. For example: disinterested = not interested misunderstand = the opposite of understand There are no spelling changes to the root word with this prefix Activity 1 Look Say Cover Write Check 1.disappoint _____________ 2.disagree _____________ 3.disobey_____________ 4.misbehave_____________ 5.mislead_____________ 6.misspell_____________ 7.dishonest_____________ 8.misfortune_____________ 9.discover _____________ 10.mistreat_____________

31. Activity 2 Using a dictionary, find out whether these words use ‘dis-’ or ‘mis-’ as a negative prefix. Then match them up with their meaning on the right. For example: _dis__ connect to break or undo the connection of 1.___ pronounce 2. ___ judge 3. ___ loyal 4. ___ match 5. ___ appear 6. ___ laid 7. ___ lead not loyal or faithful to pronounce badly or incorrectly to lead in the wrong direction to judge wrongly or unfairly to pass out of sight to move from its usual or proper place to match badly or unsuitably

32. Set 16: Set 16: More prefixes What is the spelling rule? Here are some more meanings of prefixes. The good news is – no spellings changes to the root words are needed with these! Just add the prefix to the root word. re– means ‘again’ or ‘back’. sub– means ‘under’. inter– means ‘between’ or ‘among’. super– means ‘above’. anti– means ‘against’. auto– means ‘self’ or ‘own’ Activity 1 Look Say Cover Write Check 1.return _____________ 2.refresh _____________ 3.subheading_____________ 4.submerge_____________ 5.international_____________ 6.supermarket_____________ 7.antisocial_____________ 8.autograph_____________ 9.interact _____________ 10.autobiography_____________

33. Activity 2 DICTIONARY HUNT! How many other words using each prefix can you find? Write them in the boxes below! re- sub- inter- super- anti- auto-

34. Set 17: Adding the suffix ‘–ation’ What is the spelling rule? The suffix –ation is added to verbs to form nouns. For example: inform (to provide facts) = information (the facts provided) The rules already learnt still apply – you learnt these in Set 10. Also: if the verb ends in an ‘e’ – we lose the ‘e’ before adding the suffix. For example: prepare = preparation Activity 1 Look Say Cover Write Check 1.information _____________ 2.preparation _____________ 3.determination_____________ 4.cancellation_____________ 5.adoration_____________ 6.sensation_____________ 7.admiration_____________ 8.decoration_____________ 9.education _____________ 10.confirmation_____________

35. Activity 2 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! Missing word: ______________________ ainformationtbd duopioudtlaoehe mbiarrsosbairet istoacnruigtrse reaebitafstaiir ansctbstashmbtm tsnnqleideerlai iieanepoacdienn obstmevnvcrfaca noisdzsosaanfet reducationsoeii raguuajsreicceo ontcancellation hcecvisiblealla preparationitei

36. Set 18: Set 18: Adding the suffix ‘–ly’ What is the spelling rule? The suffix –ly is added to an adjective to form an adverb. Because the starts with a consonant letter, it is just added straight on to most root words: sad = sadly Exception 1: If the root word ends in –y with a consonant letter before it, the y is changed to i, but only if the root word has more than one syllable! For example: happy = happily Activity 1 Look Say Cover Write Check 1.sadly _____________ 2.completely _____________ 3.usually _____________ 4.finally _____________ 5.comically_____________ 6.happily_____________ 7.angrily_____________ 8.sleepily_____________ 9.quickly _____________ 10.carefully_____________

37. Activity 2 FILL IN THE GAP Using words from the word list OR super challenging yourself to apply the rule to NEW ones, fill in the gaps in the sentences below. We _____ boarded the bus after our long flight. Dad _______ placed the glasses in the box. She rang the police ________ after the accident. I _______ carried all the shopping up the flight of stairs. The rain fell ______ all through the night.

38. Set 19: Set 19: More on adding the suffix ‘–ly’ What is the spelling rule? Exception 2: If the root word ends with –le, the –le is changed to –ly gentle = gently Exception 3: If the root word ends with –ic, –ally is added rather than just – ly, except in the word publicly. basic = basically Exception 4 The words truly, duly, wholly – we just need to learn these ones where we drop the ‘e’ (true =truly) Activity 1 Look Say Cover Write Check 1.simply _____________ 2.humbly _____________ 3.nobly _____________ 4.frantically_____________ 5.dramatically_____________ 6.bascially_____________ 7.gently_____________ 8.truly _____________ 9.wholly _____________ 10.publicly_____________

39. Activity 2 PYRAMIDS Build up your words to make a pyramid, adding a letter each time. Try to do this for all 10 words! Example: n n o n o b n o b l n o b l y

40. Set 20: Set 20: Words with endings sounding like / ʒ ə/ or /t ʃ ə/ What is the spelling rule? The ending sounding like / ʒ ə/ is always spelt –sure. measure The ending sounding like /t ʃ ə/ is often spelt –ture, adventure Exceptions: Check that the word is not a root word ending in (t)ch with an er ending – for example teacher, catcher, richer, stretcher Activity 1 Look Say Cover Write Check 1.measure _____________ 2.treasure _____________ 3.leisure _____________ 4.pleasure_____________ 5.enclosure_____________ 6.creature_____________ 7.furniture_____________ 8.picture_____________ 9.nature _____________ 10.adventure_____________

41. Activity 2 BUBBLE LETTERS Write each of the words in bubble letters and colour them in. Colouring the / ʒ ə/ or /t ʃ ə/ sounds in a different colour to might help you to remember it!

42. Set 21: Set 21: Endings which sound like / ʒ ən/ What is the spelling rule? If the ending sounds like / ʒ ən/, it is spelt as –sion For example: division Activity 1 Look Say Cover Write Check 1.division _____________ 2.invasion _____________ 3.confusion _____________ 4.decision_____________ 5.collision_____________ 6.television_____________ 7.version_____________ 8.occasion_____________ 9.explosion _____________ 10.erosion_____________

43. Activity 2 Sentences Write a suitable sentence using each of the words to show you understand the differences. Use a dictionary for the meanings if you need to. division _____________________________________ _______________________________________________ invasion ____________________________________ _______________________________________________ confusion_____________________________ _______________________________________________ decision_____________________________ _______________________________________________ collision_____________________________ _______________________________________________ television_____________________________ _______________________________________________ version_____________________________ _______________________________________________ occasion_____________________________ _______________________________________________ explosion ________________________________ _______________________________________________ erosion _________________________________ _______________________________________________

44. Set 22: Set 22: The suffix –ous What is the spelling rule? Sometimes the root word is obvious and the usual rules apply for adding suffixes beginning with vowel letters. See set 10 if you’ve forgotten! Sometimes there is no obvious root word. Activity 1 Look Say Cover Write Check 1.poisonous _____________ 2.dangerous _____________ 3.mountainous _____________ 4.famous_____________ 5.various_____________ 6.tremendous_____________ 7.enormous_____________ 8.jealous_____________ 9.nervous _____________ 10.numerous_____________

45. Activity 2 CREATE YOUR OWN Create your own sentences using each of the words to show you understand their different meanings. Use the dictionary if you need to. 1.________________________________________ ________________________________________ 2.________________________________________ ________________________________________ 3.________________________________________ ________________________________________ 4.________________________________________ ________________________________________ 5.________________________________________ ________________________________________ 6.________________________________________ ________________________________________ 7.________________________________________ ________________________________________ 8.________________________________________ ________________________________________ 9.________________________________________ ________________________________________ 10.________________________________________ ________________________________________

46. Set 23: Set 23: More on the suffix –ous What is the spelling rule? –our is changed to –or before –ous is added. humour = humorous A final ‘e’ of the root word must be kept if the /d ʒ / sound of ‘g’ is to be kept. courage = courageous If there is an /i:/ sound before the –ous ending, it is usually spelt as i, but a few words have e. serious hideous Activity 1 Look Say Cover Write Check 1.humorous _____________ 2.glamorous _____________ 3.vigorous _____________ 4.courageous_____________ 5.outrageous_____________ 6.obvious_____________ 7.curious_____________ 8.hideous_____________ 9.spontaneous _____________ 10.curteous_____________

47. Activity 2 Across and Down Write each pair of homophones across and down, sharing the beginning letter. Example: curious u r i o u s

48. Set 24: Set 24: Endings which sound like / ʃ ən/, spelt – tion and –cian What is the spelling rule? –tion is the most common spelling. It is used if the root word ends in t or te. invent = invention –cian is used if the root word ends in c or cs music = musician Activity 1 Look Say Cover Write Check 1.invention _____________ 2.injection _____________ 3.action _____________ 4.completion_____________ 5.musician_____________ 6.electrician_____________ 7.magician_____________ 8.politician_____________ 9.mathematician _____________ 10.hesitation_____________

49. Activity 2 Syllables (Syll – a – ble) Break the words into sounds. Learn to spell each sound before putting it back together again. Example: action = ac - tion = action 1.invention ______________________ 2.injection ______________________ 3.action ______________________ 4.completion ______________________ 5.musician ______________________ 6.electrician ______________________ 7.magician ______________________ 8.politician ______________________ 9.mathematician ______________________ 10.hesitation ______________________

50. Set 25: Set 25: Endings which sound like / ʃ ən/, spelt –sion and –ssion. What is the spelling rule? –ssion is used if the root word ends in ss or –mit. express = expression –sion is used if the root word ends in d or se. expand = expansion Exceptions: attend = attention, intend = intention. Activity 1 Look Say Cover Write Check 1.expression _____________ 2.discussion _____________ 3.confession _____________ 4.permission_____________ 5.admission_____________ 6.expansion_____________ 7.extension_____________ 8.comprehension_____________ 9.tension _____________ 10.attention_____________

51. Activity 2 BE THE TEACHER! Read the following words. Using the rules from sets 24 and 25, decide if they are correct or incorrect. Mark this with a or a For the ones that are incorrect, can you correct them? 1.operacian 2.concentrasion 3.promotion 4.procession 5.fraccian

52. Set 26: Set 26: Words with the /k/ sound spelt ch. What is the spelling rule? These words are Greek in origin. We just have to learn them and try to remember them! Activity 1 Look Say Cover Write Check 1.scheme _____________ 2.chorus _____________ 3.chemist _____________ 4.echo_____________ 5.character_____________ 6.ache_____________ 7.chaos_____________ 8.stomach_____________ 9.orchestra _____________ 10.orchid_____________

53. Activity 2 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! Missing word: ______________________ aschemeuroingbe ndhpiourtraeehc sbaarrsiscanreh dsrsactfuhgrrso epaeceoefetoiis yncctemrashibts estnqlaodteslae lieanectardodnd bsrtmnhovaraeci iuasizsossaheed rrzneinstsnccie roruuajsreicoer oheldirbtsimehc mcecvumibtsapln reachesibleitei

54. Set 27: Set 27: Words with the / ʃ / sound spelt ch. What is the spelling rule? These words are mostly French in origin. We just have to learn them and try to remember them! Activity 1 Look Say Cover Write Check 1.chef _____________ 2.chalet _____________ 3.machine _____________ 4.brochure_____________ 5.chute_____________ 6.parachute_____________ 7.moustache_____________ 8.cliche_____________ 9.chic _____________ 10.trebuchet_____________

55. Activity 2 SORTING TIME! Think about the sound made by the ‘ch’ grapheme in each of these words. Put each one in the box you think it belongs to. l Words with the ‘k’ sound spelt as ‘ch’ Words with the / ʃ / sound spelt as ‘ch’ technologicalechoes machine crèche scholar champagne monarchy chemise

56. Set 28: Set 28: Words ending with the /g/ sound spelt – gue and the /k/ sound spelt –que. What is the spelling rule? These words are more that are mostly French in origin. We just have to learn them and try to remember them! Activity 1 Look Say Cover Write Check 1.league _____________ 2.tongue _____________ 3.fatigue _____________ 4.intrigue_____________ 5.dialogue_____________ 6.antique_____________ 7.unique_____________ 8.mosque_____________ 9.plaque _____________ 10.picturesque_____________

57. Activity 2 Using a dictionary, put the words in alphabetical order, and write their meaning next to them. 1._______________________________________________________ _______________________________________________________ 2._______________________________________________________ _______________________________________________________ 3._______________________________________________________ _______________________________________________________ 4._______________________________________________________ _______________________________________________________ 5._______________________________________________________ _______________________________________________________ 6._______________________________________________________ _______________________________________________________ 7._______________________________________________________ _______________________________________________________ 8._______________________________________________________ _______________________________________________________ 9._______________________________________________________ _______________________________________________________ 10._______________________________________________________ _______________________________________________________

58. Set 29: Set 29: Words with the /s/ sound spelt sc. What is the spelling rule? These words are more that are mostly Latin in origin. We just have to learn them and try to remember them! Activity 1 Look Say Cover Write Check 1.science _____________ 2.scene _____________ 3.discipline _____________ 4.fascinate_____________ 5.crescent_____________ 6.scissors_____________ 7.ascend_____________ 8.descend_____________ 9.scent _____________ 10.scenery_____________

59. Activity 2 COLOURFUL CLUES Write out the words whilst colouring all the /s/ sounds that are spelt sc. Example: science ______________________________________________________________ _______________________________

60. Set 30: Set 30: Words with the /e ɪ / sound spelt ei, eigh, or ey What is the spelling rule? There are different ways to spell the /e ɪ / sound. We just have to learn them and try to remember them! Activity 1 Look Say Cover Write Check 1.vein _____________ 2.weight _____________ 3.eight _____________ 4.neighbour_____________ 5.they_____________ 6.obey_____________ 7.convey_____________ 8.abseil_____________ 9.sleigh _____________ 10.veil_____________

61. Activity 2 Across and Down Write each pair of homophones across and down, sharing the beginning letter. Example: veil e i l

62. Set 31: Set 31: Possessive apostrophe with plural words What is the spelling rule? The apostrophe is placed after the plural form of the word; –s is not added if the plural already ends in –s, girls’ -s is added if the plural does not end in –s (irregular plurals) children’s Activity 1 Look Say Cover Write Check 1.girls’ _____________ 2.boys’ _____________ 3.babies’ _____________ 4.children’s_____________ 5.men’s_____________ 6.mice’s_____________ 7.sheep’s_____________ 8.classes’_____________ 9.actresses’ _____________ 10.teeth’s_____________

63. Activity 2 SHOW WHAT YOU KNOW! Write a sentence using each of the plural words and their possessive apostrophes correctly. For example: The boys’ new football kit was bright blue. 1.girls’ _____________________________________ ____________________________________________ 2.boys’ ____________________________________ ____________________________________________ 3.babies’ ______________________________________ ____________________________________________ 4.children’s _____________________________________ ____________________________________________ 5.men’s ______________________________________ ____________________________________________ 6.mice’s ______________________________________ ____________________________________________ 7.sheep’s ______________________________________ ____________________________________________ 8.classes’ ____________________________________ ____________________________________________ 9.actresses’ ____________________________________ ____________________________________________ 10.teeth’s ____________________________________ _____________________________________________

64. Set 32: Set 32: Homophones Homophones are words that sound the same or very similar, but are spelt differently and have different meanings. Activity 1 Look Say Cover Write Check 1.accept _____________ 2.except _____________ 3.affect _____________ 4.effect_____________ 5.ball_____________ 6.bawl_____________ 7.berry_____________ 8.bury_____________ 9.break _____________ 10.brake_____________

65. Activity 2 FILL THE GAP With homophones it is really important to use the context of the sentence (what it is about), to help us choose the correct spelling of the word. Use the context in the sentences below to choose the correct words from the spelling list. 1.The driver was going too fast so he put his foot on the ____________. 2.What kind of ______ is that? Is it one we can eat? 3.I bought a new _______ so we can play tennis. 4.The weather may __________ our plans. 5.I can eat all meat _________ beef. 6.My dog will ______ that bone. 7.All my baby sister does is sleep and _____. 8.The weather may have an _______________ on our plans. 9.Please _______ my apology. 10.Be careful! You don’t want to ________ a bone!

66. Set 32: Set 32: More homophones Homophones are words that sound the same or very similar, but are spelt differently and have different meanings. Activity 1 Look Say Cover Write Check 1.fair _____________ 2.fare _____________ 3.great _____________ 4.grate_____________ 5.grown_____________ 6.groan_____________ 7.here_____________ 8.hear_____________ 9.heel _____________ 10.heal_____________

67. Activity 2 50/50 Choose the correct word by circling it. Remember, using the context of the sentence helps you to be 100% sure rather than use a 50/50 guess! 1.The taxi fair/fare was really expensive. 2.My baby cousin is all groan/grown up. 3.I’m hungry. I’m going to grate/great some cheese to make cheese on toast. 4.I’m not allowed to go to the park. It’s not fair/fare. 5.It’s so noisy with the roadwaorks – I can’t hear/here a thing! 6.Which part hurts? Is it your heal/heel? 7.All you do is moan and grown/groan! 8.This medicine is magic! It will heel/heal anything! 9.Have you seen the new film? I think it’s grate/great. 10.Is Tom here/hear?

68. Set 33: Set 33: More homophones Homophones are words that sound the same or very similar, but are spelt differently and have different meanings. Activity 1 Look Say Cover Write Check 1.knot _____________ 2.not _____________ 3.mail _____________ 4.male_____________ 5.piece_____________ 6.peace_____________ 7.meet_____________ 8.meat_____________ 9.weather _____________ 10.whether_____________

69. Activity 2 a)Choose 3 pairs of the homophones and make up your own sentences using them correctly. __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ _________________________________________________ b) Can you use a dictionary and find homophones of these words (the first 2 letters of each are given as clues to help you): medal _me________ mist _mi__________ rein _ra__________ scene __se_______ plain_pl___________ who’s __wh__________

70. Set 34: Set 34: New spellings Activity 1 Look Say Cover Write Check 1.accident _____________ 2.accidentally _____________ 3.actual _____________ 4.actually_____________ 5.address_____________ 6.answer_____________ 7.appear_____________ 8.arrive_____________ 9.believe _____________ 10.bicycle_____________ A-B

71. Activity 2 Colourful Vowels Write out the words whilst colouring all the vowels (a,e,i,o,u)! Example: believe ______________________________________________________________ _______________________________

72. Set 35: Set 35: New spellings Activity 1 Look Say Cover Write Check 1.breath _____________ 2.breathe _____________ 3.build _____________ 4.busy_____________ 5.business_____________ 6.calendar_____________ 7.caught_____________ 8.centre_____________ 9.century _____________ 10.certain_____________ B-C

73. Activity 2 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! Missing word: ________________________ businesschievec ncedehcattaetge sbuildvadapslrn dynoarncuepumat epyimrtcfsromcu aoecertaineicir mhruqaoudrcbvoy arosnfpgatiraus ttvemevhasaease ehardzstettafar busyeragtmethig regbuajsreahceg astgujesdtgcbna praccoertnecjld breathetoicilam

74. Set 36: Set 36: New spellings Activity 1 Look Say Cover Write Check 1.circle _____________ 2.decide _____________ 3.different _____________ 4.continue_____________ 5.disappear_____________ 6.complete____________ 7.describe_____________ 8.early_____________ 9.difficult _____________ 10.consider_____________ C-E

75. Activity 2 DICTIONARY TIME Write the words in alphabetical order! 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

76. Set 37: Set 37: New spellings Activity 1 Look Say Cover Write Check 1.earth _____________ 2.eight _____________ 3.eighth _____________ 4.enough_____________ 5.exercise_____________ 6.experience_____________ 7.experiment_____________ 8.extreme_____________ 9.famous _____________ 10.favourite_____________ E-F

77. Activity 2 Syllables (Syll – a – ble) Break the words into sounds. Learn to spell each sound before putting it back together again. Saying the words aloud will help you to practice the rule! Example: community co –mun –it -y = community 1.community _____________ 2.competition _____________ 3.conscience _____________ 4.conscious_____________ 5.controversy_____________ 6.convenience_____________ 7.correspond_____________ 8.criticise_____________ 9.curiosity _____________ 10.communicate_____________

78. Set 38: Set 38: New spellings Activity 1 Look Say Cover Write Check 1.February _____________ 2.fruit _____________ 3.grammar _____________ 4.group_____________ 5.guard_____________ 6.guide_____________ 7.heard_____________ 8.heart_____________ 9.height _____________ 10.history_____________ F-H

79. Activity 2 Colourful Vowels Write out the words whilst colouring all the vowels (a,e,i,o,u)! Example: fruit ______________________________________________________________ _______________________________

80. Set 39: Set 39: New spellings Activity 1 Look Say Cover Write Check 1.imagine _____________ 2.increase _____________ 3.important _____________ 4.interest_____________ 5.island_____________ 6.knowledge_____________ 7.learn_____________ 8.length_____________ 9.library _____________ 10.material_____________ I-M

81. Activity 2 BUBBLE LETTERS Write each of the words in bubble letters and colour them in.

82. Set 40: Set 40: New spellings Activity 1 Look Say Cover Write Check 1.medicine _____________ 2.mention _____________ 3.minute _____________ 4.natural_____________ 5.naughty_____________ 6.notice_____________ 7.occasion_____________ 8.often_____________ 9.opposite _____________ 10.ordinary_____________ M-O

83. Activity 2 PYRAMIDS Build up your words to make a pyramid, adding a letter each time. Try to do this for all 10 words! Example: o o f o f t o f t e o f t e n

84. Set 41: Set 41: New spellings Activity 1 Look Say Cover Write Check 1.particular _____________ 2.peculiar _____________ 3.perhaps _____________ 4.popular_____________ 5.position_____________ 6.possess_____________ 7.possible_____________ 8.potatoes_____________ 9.pressure _____________ 10.probably_____________ P

85. Activity 2 BACKWARDS WORDS Write each of your words forwards and backwards. Example: Perhaps spahreP

86. Set 42: Set 42: New spellings Activity 1 Look Say Cover Write Check 1.promise _____________ 2.purpose _____________ 3.quarter _____________ 4.question_____________ 5.recent_____________ 6.regular_____________ 7.reign_____________ 8.remember_____________ 9.sentence _____________ 10.separate_____________ P-S

87. Activity 2 WORDS WITHIN WORDS Find words that you can spell using the letters within these words! Example: promise = rise, more, sore

88. Set 43: Set 43: New spellings Activity 1 Look Say Cover Write Check 1.special _____________ 2.straight _____________ 3.strange _____________ 4.strength_____________ 5.suppose_____________ 6.surprise_____________ 7.science_____________ 8.scene_____________ 9.scenery _____________ 10.scent_____________ S

89. Activity 2 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! Missing word: ________________________ supposeacsievey ncwdehcatcaetga sbcetyvadepslrc dynolrncunptmah specialcftrrmct uoeotmtoaoeacii rhruqaohducnvos prosnfpdagigeuh remperatureelst ihardzsnehtscag snzpesceneryiin eegbuajsreashee asciencedtgcenr praccompanyavlt straightbleilas

90. Set 44: Set 44: New spellings Activity 1 Look Say Cover Write Check 1.therefore _____________ 2.though _____________ 3.thought _____________ 4.through_____________ 5.various_____________ 6.weight_____________ 7.woman_____________ 8.women_____________ T-W

91. Activity 2 Across and Down Write each pair of homophones across and down, sharing the beginning letter. Example: woman o m a n

92. WORDSEARCH ANSWERS

93. Set 2 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! Missing word: __prettiest________________ achslhappiestbn nreplyingnaetgI sinatyvddahslri dencarneueghmae edyiortifstamcb loeotnspaehpcit ihruqasodrepvoy crosnfpcatdiaur itvemeviisrease oharepliedarfai unzperautmuuhit segbuajgniyrcet astgujesdtgcbne copyingsurwajlr rglkmbsuoicilap

94. Set 9 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! Missing word: ____knighthood_________________ atoleranceausbe luefalsehoodtrl ibnaresistancoi ksnoarnguegrmtv edyebrthfstomhe loectssbaehicel iornqaeodrdcvri hhoanfpuaodiahh orvtmevrosrkaoo oeasdzsheaasfoo dtzbeidotancedd ssguuljoreaccek aitsijeddtgceni psehimotherhood recnadoohtludam

95. Set 17 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! Missing word: ____decoration__________________ ainformationtbd duopioudtlaoehe mbiarrsosbairet istoacnruigtrse reaebitafstaiir ansctbstashmbtm tsnnqleideerlai iieanepoacdienn obstmevnvcrfaca noisdzsosaanfet reducationsoeii raguuajsreicceo ontcancellation hcecvisiblealla preparationitei

96. Set 26 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! Missing word: _____orchid_________________ aschemeuroingbe ndhpiourtraeehc sbaarrsiscanreh dsrsactfuhgrrso epaeceoefetoiis yncctemrashibts estnqlaodteslae lieanectardodnd bsrtmnhovaraeci iuasizsossaheed rrzneinstsnccie roruuajsreicoer oheldirbtsimehc mcecvumibtsapln reachesibleitei

97. Set 35 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! Missing word: ___CALENDAR_____________________ businesschievec ncedehcattaetge sbuildvadapslrn dynoarncuepumat epyimrtcfsromcu aoecertaineicir mhruqaoudrcbvoy arosnfpgatiraus ttvemevhasaease ehardzstettafar busyeragtmethig regbuajsreahceg astgujesdtgcbna praccoertnecjld breathetoicilam

98. Set 43 Find the spellings words in the wordsearch. One is missing – write which one at the bottom of the page! Missing word: ___scene_____________________ supposeacsievey ncwdehcatcaetga sbcetyvadepslrc dynolrncunptmah specialcftrrmct uoeotmtoaoeacii rhruqaohducnvos prosnfpdagigeuh remperatureelst ihardzsnehtscag snzpesceneryiin eegbuajsreashee asciencedtgcenr praccompanyavlt straightbleilas