Lesson video

Hello, it's Ms. Chamberlain-Webber.

I'm teaching you spelling today, and this is the second spelling lesson in this unit.

So if you haven't yet watched lesson two, the first spending lesson of this unit, please stop the video now and go and watch that.

Because in the lesson, we investigate two suffixes, how they sound very similar, but how we can use rules and patterns to help us spell them correctly.

In this lesson, we're going to practise and apply those spelling rules and patterns.

We're also going to look at a new spelling strategy, and finally, there's going to be a test of the 10-word set at the end of last lesson.

Let's get started.

We'll have a quick review of key vocabulary, then we're going to look at the spelling rules and patterns again, spelling practise strategy is after that, and finally, we've got a spelling test today.

So in this lesson, you will need paper and a pencil and your brain ready for your learning and switched on.

Pause the video now, if you need to go and get a pencil and paper.

Key vocabulary.

A person, place or thing.

What is that? A noun.

A describing word.

Adjective.

A doing or a being word is? A verb.

And a group of letters at the end of a root word that change the meaning is a suffix.

We're going to be looking at two suffixes today.

Do you remember what they are? Let's review our spelling rules and patterns for brilliant and recent.

What is the same and different about these spellings? Well, you probably remembered they both have a suffix.

That's what's different about them.

Different also has the same suffix.

I've just realised.

Different and recent have the suffix E-N-T, and brilliant has the suffix A-N-T.

But they're hard to distinguish, to decide between.

Brilliant and recent.

They both sound very similar at the end.

So this can leave us quite confused when we're trying to spell them.

Choosing the right ending is not easy, as they both sound the same in many words, and are often unstressed.

So, here are some spelling rules we looked at last lesson, and that we've been looking at quite a lot in our spelling learning.

They come up whenever we add a suffix to the end of a root word.

If you're unfamiliar with these spelling rules, please pause the video now and have a look at them further.

Your turn to think about what happens and remind yourself about the suffix, ant, from last lesson.

Let's look at the root word, dominate.

To dominate means to take over something.

For example, she usually dominates the conversation.

This person must really talk over the other person when they're having a conversation.

What is going to happen when I add ant to the end of my word? Have you spotted the spelling rule? Pause the video if you need more time.

Dominate becomes dominant.

Dominant in a sentence looks like this.

They are the most dominant team in the league.

So what does dominant actually mean? The one taking over.

So the word class has changed.

Dominate is a verb.

Dominant is? An adjective.

This is the pattern we found last time when adding ant to words.

I'm replacing A-T-E suffix.

Let's remind ourselves then of the two things that can help us.

We've looked at one already.

But can you remember the sounds in words that are connected to the suffix, ant? It's hard sounds.

What letters does the suffix, ant, like? In elegant, it likes the hard G.

Significant, it likes a hard C.

So ant suffix attaches to words that have a hard letter sound.

Reminder of our word class change.

Mostly, verbs with ate suffixes can be changed into adjectives with ant suffixes, just like our poor armadillo at at the end of the diving board.

Let's practise what we've just learned with this word, irritate.

Irritate is something that annoys you or causes you trouble.

Hay fever irritates my eyes.

What suffix is at the end of this word? Ate.

The word class of word is a verb.

Let's change the suffix ate to ant.

And the word becomes irritant.

What does irritant mean? The wasp sting is an irritant to the skin.

So an irritant is something, usually a substance, that causes trouble for someone or something.

Can you tell me what word class this has become now? A noun.

So sometimes there are exceptions and the ant suffix does not change the word class to an adjective.

In this case, it's changed to a noun.

Which suffix should be added to these root words? Ant or ent? Pause the video now to give yourself some thinking time.

Embarrass becomes embarrassment.

Advertise, advertisement.

Encourage, encouragement.

What is the pattern with our E-N-T, ent, suffix? It has a friend, M.

And maybe you've noticed how the word cross has changed.

Embarrass, advertise, and encourage are? Verbs.

Embarrassment, advertisement and encouragement are? Nouns.

How interesting.

So the addition of M-E-N-T to the end of a word changes the word class to a noun.

And we always use E-N-T with M.

Let's remind ourselves of those rules, including the sounds of the letters that come before our E-N-T suffix.

It's soft letter sounds.

Soft C and soft G.

And of course, M is our friend too ent.

Have a go at deciding which of these spellings are correct.

Advertisement.

Point to the correct spelling.

It's with an E.

Did you notice that although advertise ends with an E, you don't remove the E when adding the suffix, ment.

Let's try another one.

Encouragement.

Which spelling is correct? It's the one on the right, encourage, keeping the E and adding M-E-N-T.

Let's try these two spellings.

Irritant, with an ant or an ent.

Point to the correct one.

It's with an ant.

You might want to remember this by thinking of a ant crawling on your skin.

That would be an irritant to the skin.

How about for dominant? Point at the correct spelling.

It's also with the A-N-T.

Here is an example of a word map.

We looked at these last lesson and we looked at several suffixes.

I want you in a moment to pause the video here and try the same activity for this word in the middle, hesitate.

An example has been done for you.

Changing the suffix from ate to ant creates the word hesitant, the suffix we've been focusing on in this lesson.

Can you use the list of suffixes to decide which suffixes work for this word, hesitate, and see how many different words we can find.

Off you go.

Okay, hopefully, you persevered and got at least three or four on your word map.

Let's look at them individually.

Hesitates.

This has had an S added on the end, which means it's a? Plural.

Let's look at some verbs now.

Hesitated, hesitating.

No al.

We can't add the suffix al to hesitate.

How about tion? Yes, it works.

Hesitation.

And hesitance.

Hesitation, hesitance, and hesitancy are what word class? They're nouns.

And finally, we can add ly at the end of words to form what word class? Adverbs.

I wonder if you manage to get a few of these.

what I find so interesting about these word maps is that despite having very different suffixes, all these words have a slight similar meaning linked to the root word, hesitate.

Let's read what the Latin of this word meant.

To be left undecided.

So even if you're describing someone doing an action hesitantly, they're really holding back and not forthcoming.

Or you describe someone doing a verb, but hesitating, all of them mean an action or a noun linked to being undecided or a state of indecision.

How amazing.

Please pause the video here if you want to write down all of these words that stem from the word hesitate.

Maybe you had to look at your spelling list and made a word map for every single spelling.

If you did, then perhaps you spotted some of these amazing patterns.

Let's the radiate.

Did you spot that they have similar meanings too? If you want to have a go at writing this down and writing next to it the word class, pause the video now.

Our spelling list for this week.

But before we have our spelling test, I'm going to show you a spelling practise strategy we can use.

It's called jumble and order.

Here on my left, I have the word relevant from our spelling list.

But I've taken each letter individually and I've jumbled them.

This means I've had a chance now to reconstruct the word, thinking carefully about each letter at a time.

That's better.

I reordered them now, but how does this help me with my spelling? It helps me interact with the word.

I'm physically writing each letter out in a different order and then back in order.

I'm looking at every single letter, all the letters in the word individually, and it's a physical task.

It's fun too.

Let's use this new strategy for some of our other spelling words.

Looking at the full spelling words here, please pause the video and have a go at jumbling up all the letters out of order.

When you've done that, reorder them.

It's time for us spelling test now.

As usual, find yourself a new piece of paper or turn over the one you currently have so you can't see any previous practise.

Before we get started, it's important that we really take our time during tests and remember to pause and take a deep breath if we feel like we need some more time.

Pause the video at any time, especially after I've read out each word, so that you can try writing the word more than once to sound out the different spellings.

Or you could try writing the word more than once and circling the one that looks most correct.

You're ready.

Now, writing the numbers one to 10 down the side of your paper, pausing the video here to complete that.

Number one, frequent.

Number two, parliament.

Number three, consonant.

Number four, vacant.

Number five, hesitant.

Number six, apparent.

Number seven, radiant.

Number eight, environment.

Number nine, government.

Number 10, relevant.

Pause the video here to make sure you've checked through every single word individually.

If you've got a different colour pen, use that to mark your work.

I'm going to read out each word and the letters individually so you don't need to look up at the screen as you're marking.

Number one, frequent, F-R-E-Q-U-E-N-T.

Number two, parliament, P-A-R-L-I-A-M-E-N-T.

Number three, consonant, C-O-N-S-O-N-A-N-T.

Number four, vacant, V-A-C-A-N-T.

Number five, hesitant, H-E-S-I-T-A-N-T.

Number six, apparent, A-P-P-A-R-E-N-T.

Number seven, radiant, R-A-D-I-A-N-T.

Number eight, environment, E-N-V-I-R-O-N-M-E-N-T.

Number nine, government, G-O-V-E-R-N-M-E-N-T.

Number 10, relevant, R-E-L-E-V-A-N-T.

Pause the video here because some of those words are very long, and you can check you've marked them correctly, and any mistakes you've made, note down so you can improve later.

Congratulations.

You finished your lesson today.