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Hello, everybody! It's Ms. Chamberlain-Webber here, teaching you another spelling lesson.

This is a lesson leading on from the lesson on suffixes earlier in this unit.

If you haven't watched the lesson about two separate groups of suffixes already, please stop this film, and go and find that one in outcome three, lesson two of ten.

Because this will tell you about the rules and the meaning of words, and I will give you ten spellings that we're going to practise today.

Let's get started, then, looking at how we can practise our spellings and apply the rules when we come across new spellings.

We're starting with our key vocabulary for the lesson.

We're going to review the rules we learned last lesson, and learn a new spelling strategy today.

I wonder what that will be.

And finally, I'm going to test you on the ten words I gave you last lesson.

In this lesson, you will need a pen and pencil as usual, and try and be in a quiet and calm space, switching those brains on now.

If you need to get to pencil or paper, pause the video now and go and get them.

Key vocabulary! Here are four definitions of key vocabulary we learned last lesson.

I want you to take your time to read these.

So, pause the video now and decide which word matches to the definition.

A describing word is? An adjective! A person place or thing is? A noun! A group of letters at the end of the word that change the meaning? Suffix.

The word onto which a prefix or a suffix is attached? We think of a tree when we're thinking of this word, is? Root! The root word.

We're going to need these in our lesson today.

So, if you're unsure about any of these, take the time to write it down now.

Let's review the rules from last lesson.

Here are two suffixes, al and -ic.

What was the meaning of these suffixes? They meant, "relating to," and this meaning changes the word class.

It changes the word class from a noun, to what word class? A quick review of what happens to our word class, then, when we add the suffix -al and -ic.

Pause the video here, looking at the words, and tell me what the pattern is.

Our nouns are changing to adjectives! What was the meaning of these words? We have three different suffixes in our new group of suffixes that do a similar thing.

So, let's look at our word pairs.

"Tired" changes to "tiredness." "Secure" changes to "security." "Create" changes to "creation." They all have the same meaning.

The suffix means, "a condition of." "Tiredness" is a noun for being extremely tired.

"Security" is a noun for things that are secure.

"Creation" is a noun for something you've created.

So, what happens to the word class? This one is the complete reverse of the suffixes before.

Did you spot that? Now, there's one suffix here that does something slightly different.

And that is -tion.

Pause the video here, and tell me the pattern.


Apart from our -tion, "compete," which is a noun, but all these suffixes added onto the word change them to a noun.

Let's look at our spellings.

They're in two separate lists.

But, why? Our spellings one to four are what word class? Adjectives.

Our spells five to ten were what word class? Nouns! Excellent! I hope you've managed to do some practise yourself already.

Let's look at two root words, and how their spelling change when we add the suffix.

Starting with -ic.

"History becomes "historic." And "ready." These words have two things in common.

Can you spot what they have in common? I want you to pause the video and think about how "ready" will change when we add on the correct suffix.

Next, what spelling rules do we need to consider for these words? Take your time.

They both end in Y, which need to be removed.

"History," you simply remove the Y, but "readiness" is a bit different.

Do you remember it from last lesson? In fact, the Y changes to an I.

We just need to remember this.

It does happen in some other words, but, the rule is, if the root word ends in Y, sometimes replace it with an I, but definitely remove the Y and add the suffix.

Looking at another spelling rule.

I have two root words here.

"Sincere." "Secure." There's something similar about these two spellings.

Have you spotted it? What do I need to do before I add my -ity suffix? Pause here if you need more time.

I need to remove the E in both words.

Removing the E and simply adding the suffix is our second rule.

This one, our -tion suffix, had a slightly different pattern.

Changing word class verb to noun.

This spelling, in particular, had a rule we needed to remember.

Can you point to the letter that's very important, in this case? The letter A.

That's right! That in particular sometimes happens with the suffix -tion.

It's something we just need to remember.

"-tion" also follows that same rule.

We need to sometimes remove a letter and change it to an I.

But this time, it's not a Y, it's an E.

So, in some cases, if the root word ends in an E, remove the E and add an I before the suffix.

"Competition." This week's spellings.

Remember our list? We're going to use these words to practise a new strategy.

That new strategy is called the colour strategy.

Why might it be the colour strategy? You've seen it.

Our word here has been blocked and separated into sections with different colour coding.

Let's explore why.

The colour strategy helps us interact with the word.

We get to know it a bit better.

We see connections between words.


The shape of the word is really important for some people.

It helps us visualise the letters we're going to use when we spell it.

And finally, colour is a great way to draw our attention to different parts of that word.

Let's have a look at an example.

"Physical." What was tricky about this spelling, again? The "ph" making our F sound is particularly tricky.

So, what I'm going to do is, I'm going to colour block that section in blue.

The Y can be confusing, too, because in the word "physical," it sounds like an I.

I'm going to put my Y by itself in the purple box.

"Sic." The part of the word before the suffix can have its own colour, pink.

And finally, "-al." My suffix -al is going to be in green.

I'm going to try and stick to this colour coding, because for me, it helps me remember the different parts of the word.

But what's so great about this strategy is that it shows that no one's mind works exactly the same.

You might have a different way of colour coding that you prefer.

Different colours.

Maybe you like splitting the word differently into maybe two, or just three sections.

And that's why this strategy is so exciting to use.

Let's have a go at "occasional" together, and then I'm going to let you do some practise by yourself afterwards.

So, reminder, what is tricky about this word? It's pretty long.

We're really going to need to block this into some sections.

I find it quite difficult to remember that there are two C's.

A double consonant in this word, "occasional." So, I'm going to colour block my O and my C separately.

I can see that I've got two suffixes in this word.

That's probably why it's so long.

I have the one we've been working on, -al, but I also have suffix -tion.

It's important to block -tion separately, because -tion actually has many different spellings.

You can have it with a T-I-O-N, which we'll look at later on in this lesson, or it can be a S-I-O-N or C-I-A-N.

So, we've got to make sure we remember that this one's with an S.

I've made my A alone by itself in a different colour, too, to make sure I remember it.

Okay, let's have a look at our next two words in our spelling list.

"Metallic." "Athletic." Something that's metallic is described as looking like it's metal.

So the colours silver, and gold, we describe as metallic.

You could say a robot had a metallic look to it.

"Athletic" is a way to describe someone if they are, what? If they are sporty, or look sporty.

So, I'm going to give you some time now to colour block these.

Pause the video here.

Number three, "metallic." You might have colour blocked it a bit similar to this.

Why have I decided to colour block it like this? I've got my "met," which I don't find too tricky to spell.

I need to remember that there's an "a" vowel, so I've done that by itself.

And I thought this was probably the trickiest part of the spelling.

Double L.

Because metal, the root word, doesn't have an L.

But, when I add the suffix, -ic, I must double the consonant here.

Does anyone know why? It's actually a rule that we use when we add the suffix -ed as well, and some other suffixes.

It's because my sound in "metal" changes to "metallic." Ah.

This is a short vowel sound, ah.

Because a long vowel sound would be A.

If I have a short vowel sound, ah, but "metallic," I must double my consonant.

Number four, "athletic." This time, I've just decided to separate my A and my "th" because of the sounds.

We know the sound "th" is made by TH, and then I've got my "let," and my "-ic." Did you colour block yours the same or differently? Remember, if you colour blocked it differently, that is completely fine.

It means that our brains work slightly differently.

The main thing I want you to do, though, is make sure you're blocking in a way that helps you remember the letters in the word.

I want you to try this spelling strategy, colour blocking, for the next six words in our spelling list, remembering why they are similar.

They're similar because they are nouns.

The suffixes -ness, -ity, and -tion, have changed their word class to nouns.

So, remember that whilst you're colour blocking, paying particular attention to any spelling rules within the word.

Pause the video here, and colour block for the spellings five, six, seven, eight, nine, and ten, now, please.

Time for your test! As usual, you need a fresh paper, because I don't want you looking at the practise you've just done.

You need to number your paper from one to ten, and write "spelling test" at the top.

Please pause the video now to complete that.

I'm going to say each spelling once, and then I'm going to put the spelling into a sentence.

Now, you don't need to write out the sentence.

You only need to write the word, the spelling word I say.

I'm not going to pause between each one, but I recommend you do.

After I've read out the word, please press pause so that you have time to write the word down and check it.

Remember, self-checking is such an important skill, and is the only way we're going to spot any errors.

Number one, physical.

"Rugby is a physical game." Number two, occasional.

"I have an occasional ice cream." Number three, metallic.

"A metallic voice filled the room." That means the voice was probably a bit like a robot.

Number four, athletic.

"The team had athletic skills." Okay, time for our nouns, now.

Number five, tiredness.

"She pleaded tiredness and went to bed." Number six, awareness.

"He had a sudden awareness of pain." Oh, ouch! Number seven, reality.

"They refuse to face reality." Number eight, activity.

"Please complete the spelling activity." Number nine, creation.

"Show your creation to the class." Number ten, description.

"He produced a great description." Time to pause the video and check you have all ten spellings written down correctly.

It's also a good idea to get a different colour pen, because as we mark, you can spot any errors and edit them as we go.

Here are our spellings.

I'm going to read out each one letter by letter for you, so you can mark as we go along.

Number one, physical.

P-H- Y- S-I-C- A-L.

Did you remember the PH for the F sound? Number two, occasional.


Did you remember the double consonant, C and C? There's only actually one S.

Sometimes, I forget and do double S instead of double C.

Don't worry if you've done this.

Just remember for next time.

It's just double C.

Number three, metallic, spelt M-E-T- A- L-L-I-C.

Hopefully you remembered the double L there.

Number four, athletic.


Number five, tiredness.

T-I-R-E-D- N-E- S-S.

Number six- This one's a little bit tricky.

A-W-A-R-E- N-E-S-S.

Did you remember that, actually, we don't remove the E for this one.

You keep the E and add -ness.

Well done if you did.

Number seven, reality.


Number eight, activity.


Number nine, creation.


And number ten, description.

D-E-S- C-R-I- P- T-I-O-N.

Time to look through each spelling and see how you did.

Remember, it's so important to be able to self check our own work.

Not just in spelling, but in all areas of literacy, and all areas of our learning.

If we're really good at spotting our mistakes, then actually, we realise that mistakes and errors are fantastic things, because they actually help us make connections and mean that next time we come across that word, or spelling, we are more likely to get it correct.

Let's remind ourselves of the five suffixes we focused on during the past two lessons.

What was the meaning of -al and -ic? Relating to.

What was the meaning of -ness, -ity, and -tion? Condition of.

So, how did -al and -ic change the word class, and how did the suffixes -ness, -ity, and -tion change our word class? Pause the video now to have a little think.

Nouns, with the addition of the suffixes -al and -ic, change to adjectives.

But, ness, -ity, and -tion is a little bit different.

In fact, it's the reverse, changing adjectives into nouns.

Remember sometimes it also changes verbs into nouns, particularly when the suffix -tion is added.

Final thing before we're finished, what was the name of this new strategy we used today to practise our spellings? The colour blocking strategy.

If it's something you enjoy doing, and that helped you with your spellings, please use this strategy for learning any other spellings you want to.

Congratulations! Look what you've achieved today.

Key vocabulary, reviewing rules, learning a whole new strategy, and then you completed your test of the ten words.