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Spellings

Here is an overview of the spelling patterns/rules that are due to be covered in class for the remainder of this term. Below this, are the spelling homework documents (if you can't print them off, just copy them down to practice them) and a document with some different activities to try to practice your spellings. 

Week

Objective and rule

Y6 Spellings

1

To investigate words with the suffix able and ably.

Meaning - possible to

Dropping able generally leaves a recognisable word which can be heard. 

Most words add –able or ably.  Words ending in –y, change –y to –i and add ending

Exception probable/probably

N.B root word is given in bold as well as the words to be learned

available

vegetable

consider -

considerable -

considerably

recognise -

recognisable -

recognisably

programme -

programmable

2

To investigate words with the suffix n ible and ibly.

Meaning – capable of being, able

ible is less common and the root isn’t always recognisably heard.

 

impossible

impossibly

sensible

sensibly

flexible

flexibly

invisible

invisibly

incredible

incredibly

3

To investigate adding suffixes beginning with vowel letters to words ending in -fer

The r is doubled if the ending is  -fer The r is not doubled if the end or the root word is  -ffer is no longer stressed.

In Year 6, other common words which need to be learnt are also included.

N.B root word is given in bold as well as the words to be learned

prefer

preferred

preferring

suffer

suffering

suffered

infer

inferring

inferred

inference

4

To investigate words containing the letter string ough

Sounds made by ough:

/uff/ e.g. rough

/aw/ e.g. thought

/oa/ e.g. though

/oro/ e.g.  thorough

/ew/ e.g. e.g.  through

/off/ e.g. cough

/ow/ e.g. plough

/up/e.g.  hiccough

N.B.’ brought’ is the past tense of’ bring’ and ‘bought’ is the past tense of ‘buy’  - these words are often confused by children and adults!

cough

fought

nought

thought

plough

drought

bought

brought

breakthrough

trough

5

Understand when to use a  hyphen

Use a hyphen when placing a prefix before a proper noun e.g. un-English

Use a hyphen to avoid doubling vowels e.g. co-ordinate

The prefixes ex- and self- are often followed by a hyphen

Use a hyphen if the following word could be confused with a different word e.g. re-press and repress

To join two adjectives together to form a compound adjective in order to make the meaning clear e.g. little known (small + understood); little-known (not much understood) or sugar free (sweet + not imprisoned); sugar-free(without sugar)

re-cover

re-enact

co-own

part-time

cold-blooded

semi-skimmed

daughter-in-law

vice – president

re-enter

pop-up

 

6

To further investigate the meaning, spelling and use of different homophones.

 

A homophone sounds the same but can be spelt differently and meanings are different.

 

where

wear

heard

herd

aloud

allowed

past

passed

desert

dessert

ascent

assent

7

To consolidate changing words from singular to plural

 

Most words add s.

Add es if the word ends in a-ch, -s, -ss,  -sh, -x, or –z (you can hear a hissing buzzing shushing sound).

 

*There is one exception to this rule. If the –ch ending is pronounced with a ‘k’ sound, you add –s rather than –es

 

N.B root word is given in bold as well as the words to be learned

index – indexes

watch – watches

confess – confesses

finish - finishes

embarrass - embarrasses

harass-harasses

attach – attaches

monarch –monarchs

demolish - demolishes

encompass – encompasses

8

To consolidate changing words ending in –y from singular to plural

 

Nouns ending in a consonant +y change y to i and add es

Nouns ending in a vowel +y add s

 

N.B root word is given in bold as well as the words to be learned

alley- alleys

decoy – decoys

chimney – chimneys

disobey – disobeys

study – studies

secretary - secretaries

opportunity – opportunities

community – communities

category – categories

 

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