Lesson video

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Hello everybody.

It's Ms. Chamberlain-Webber.

I'm teaching you the second spelling lesson in this unit.

And this time we're going to be practising and applying some of the patterns and the rules we've learned for the letter string fer.

In this lesson, we will remind ourselves of those patterns and try and apply them using a new spelling strategy.

We're going to start today's lesson with key vocabulary.

And then we're going to review the spelling words from last lesson.

If you haven't watched lesson two of this unit, which was the spelling lesson where we investigated the letter string we'll look at today, please go back and watch that first.

Next we'll look at a new spelling strategy, which will help us to practise our spellings before our test at the end of the lesson.

In this lesson, you'll need an exercise book or paper and a pencil.

It's a good idea to be in a nice, calm, quiet space so that your brain is ready for learning.

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

Review key vocabulary.

Here are four words.

What do these words have in common? Different, suffer, refer, prefers.

Can you point at their similarity? They have the letters F-E-R in them.

This is called a letter string.

So what's the definition of a letter string? Is it option one, a sequence of letters that appear in several words, or option two, the most basic version of a word, which a prefix or a suffix is attached.

Point at the correct option.

Option one is the correct option.

A letter string is a sequence of letters that appear in several words.

I wonder if you can tell me what option two is the definition for? Pause the video here if you need more time.

The root word.

What is a suffix? I want you to try and tell me the definition of a suffix and a few examples of different suffixes.

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

It's very important that you remember suffix is at the end, prefix is at the beginning.

So some examples of some suffixes.

Can you shout them out to me? You may have had any of these, and there are many others as well.

Suffixes have some spelling rules.

When the root word has a suffix added onto it, sometimes you just simply add the suffix, especially as there is a vowel and a Y at the end of the root word.

In other instances, you actually remove a letter altogether.

Can you point at the letters I'm talking about here? Y and E are sometimes removed from the end of a root word, Y being replaced by I, and E being completely removed and the suffix added.

If the suffix has a short vowel sound in it, then you must double the consonant.

Time to review the spelling words from last lesson.

Here are two root words, suffer and defer.

What word class are these words? They're verbs.

To suffer can mean be in pain emotionally or physically.

I suffer from hay fever sometimes.

To defer something means to postpone it to a later date.

For example, I might defer my exam until next month.

What happens when we add an E-D onto the end? The suffix E-D changes our verb into what tense? The past tense.

Yesterday, I suffered very badly from hay fever, or last year, I deferred my exam entry.

Now there's something different about the spelling of these words now the suffix E-D has been added.

Can you point at the difference between suffered and deferred once the suffix E-D has been added? Suffered has one R before the E-D, so nothing has changed.

But deferred has a double consonant, a double R, so it has been changed.

Let's look at that on our word map to help us link it to our suffixes in general.

What two rules have applied? For suffer, we just added the suffix.

This is because suffix has a double F in it, so we don't need to double the R.

That's how I remember it anyway.

And then for defer, we need to double the consonant.

Okay, now your turn.

I have two words here, offer, prefer.

Can you add the suffix E-D onto the end and decide if anything needs to be done to the spelling? Have some thinking time here.

Offer becomes offered.

Yesterday, I offered my mother a lift in the car.

Prefer becomes preferred.

When it's sunny, I preferred walking.

Prefer becomes preferred.

Last week when it was sunny, I preferred walking to school.

What did you notice about the spellings? Did you remember to double the R for prefer and not for offer? What has happened when we've added this suffix? First of all, decide what suffix has been added and tell me what's the difference with these pairs of spellings.

Pause the video here if you need more time.

The two orange words, suffering, offering have both had the I-N-G suffix added to them.

No change has happened to the spelling of the root word, whereas preferring and deferring, when the suffix I-N-G has been added, has had a double consonant, the R.

So remember, for suffer and offer, the words with the double F already, do not double the R, but sometimes for words, such as prefer and defer, you do double the R when adding I-N-G or some other suffixes.

Okay, let's test you on the meaning of these words.

I've got two sentences here.

Pause the video here and decide which word should go in the missing place.

Read the first one with me.

CCTV is used as a method for deterring crime.

The second one.

The detective began inferring new clues from the evidence.

Have a look at these two lists of words.

Why have I separated them like this? What do you notice about these words or remember about the rules of the letter string F-E-R when we add a suffix to it? Our column on the left, differ, suffer, offer, we do not add an R.

It stays as it is the root word before we add a suffix, whereas transfer, refer, prefer, confer, defer, sometimes we double the R when we're adding the suffix.

So which one is correct? I want you to look at the two different spellings of transferred and preferred.

Point to the one that is correct.

Pause the video if you need some more thinking time.

The bottom one's correct.

For both these words when adding E-D, we must double the consonant.

Time to look at the meaning of preference and reference again.

Read these two sentences, putting the correct word in the missing place.

Okay, time to read the first sentence with me.

She listed her favourite cat species in order of preference.

I'll ask your teacher for a reference for your secondary school.

Maybe you can use that word cat species in your world cats writing unit after this lesson.

Time to look again at our word maps.

Now last lesson, we explored the word refer, and we looked at all the different suffixes and even prefixes we can add to the root word.

Maybe you managed to do some of these for your practise of the words, but let's look at defer a bit more closely.

Can you tell me what you notice about the orange lines? How has my root word changed here? A suffix has been added.

So adding E-D to defer changes it into a past tense verb.

What happens if I add an S to defer? It becomes plural, talking about two things and how they are different.

Maths differs to literacy.

If I add my I-N-G suffix, what happens to my word? The tense changes, progressive form, and I can add the E-N-T suffix to show something is different.

This is now an adjective.

From different, you might have noticed that there's lots of other exciting differences we can add to it.

For example, adding the suffix L-Y.

What does this change the word class to? An adverb, fantastic.

Now you might be thinking about spelling differently.

In fact, when we're looking at these kinds of word maps, often, it really makes us make connections between the root word and all its different meanings.

And looking at the root word repeated this many times normally helps us in order to spell it correctly.

Now, I asked you to have a go at this one, the root word offer.

What was different about this root word though? Can you tell me the spelling rule when we're adding the suffix or a prefix to this word? The word, the root word offer does not change at all.

This week's spellings.

Here they are.

I grouped them for you to help you notice the differences.

Let's look at a spelling strategy we could use today.

Colour strategy.

We have used this before in previous spelling lessons, but let's recap why it's so great.

It's a very individualistic approach.

That means that it's your choice.

Everyone's mind is very different, so you choose how you split up the word and what colours you prefer using.

Have a look at this word offered.

Take a minute to pause and think about where and how in the word you would split it up and what colours you would want to allocate to each section of the word.

I decided to split it like this.

I decided the O double F should be its own section.

It helps me remember that that's one syllable off and also that it's a double consonant, double F.

I've actually separated the E and the R this time, because the R is very important for me to remember in this setting.

That's because offer is one of the words with the letter string fer that when you add E-D to it, the R does not double.

So I've got my singular R in pink there to remind me separate from my E.

And finally, I like to remember all the suffixes are in green, so that's why I've color-coded it that way.

Now, why is this actually useful? I like to use this in my spelling practise, firstly, because it makes me interact with the word instead of just copying it out.

I'm really thinking carefully about how that word is constructed, where in the word the different parts are.

It's great to help you remember the shape of the word.

The taller sections are going to be my longer letters like the double F in offered.

And finally, colours are a fantastic tool to help us remember key facts.

It makes links to our mind and it makes it a bit fun too.

So, let's do one more together before you have a go by yourself.

This word, preferred.

Pause the video here and think about how you would split this into sections and colours.

I decided to split this in a very similar way.

I had my pre at the beginning in blue, my F and E in purple, and I can see my block sightly taller for my F there.

And then the most important spelling real part is in pink, my double R this time.

Maybe you want to color-code the double R's spelling differently need to the singular R's to make it really clear they're different in words.

And finally, my suffix is green.

Have a go at this colour strategy for these two words from your spelling list.

Pause the video here and split each word into sections completely in your own way with your own colour coding.

Okay, good job.

Here's two more spellings for you to split up to practise before your test, which will be after these.

Pause the video here and have a go with these two.

Time for your test.

Before we get started, I think it's really important to remember the strategies for your spelling test.

It's so important to be relaxed.

So before you even start, pause and take a deep breath.

Most importantly, take as much time as you need pausing the video after every single spelling and checking it carefully.

To help you with checking, you can write out the word several times.

This will help you to sound out the word as you go and also to look at which spelling looks right on the page.

Okay, number your piece of paper from one to 10.

Make sure the practise from earlier is out of your view, or turn it over so you can't see it.

I'm going to start with number one and read each word out nice and clear.

Remember, pause the video after I've read each word out so that you can use the strategies discussed before.

Number one, different.

Number two, inferring.

Number three, preferred.

Number four, suffered.

Number five, reference.

Number six, deffering.

Number seven, offered.

Number eight, transferred.

Number nine, referral.

Number 10, difference.

Remember to pause the video here.

Take your time to look at every single word and make any self corrections necessary.

Time for the answers.

Have a different colour pen ready to check through.

Number one, different, spelt D-I-F-F-E-R-E-N-T.

Number two, inferring, I-N-F-E-R-R-I-N-G.

Number three, preferred, P-R-E-F-E-R-R-E-D.

Number four, suffered, S-U-F-F-E-R-E-D.

Number five, reference, R-E-F-E-R-E-N-C-E.

Number six, deterring, D-E-T-E-R-R-I-N-G.

Number seven, offered, O-F-F-E-R-E-D.

Number eight, transferred, T-R-A-N-S-F-E-R-R-E-D, Number nine, referral, R-E-F-E-R-R-A-L Number 10, difference, D-I-F-F-E-R-E-N-C-E.


Now those are the 10 spellings.

Let's reflect on how we did.

No matter what happened during the test, you should be proud of what you've done and how much you've practised.

Did you practise enough? 10 minutes a day is a really great time.

Maybe next time you can try and practise a bit more.

Be proud of the number of practise strategies you used.

So far, we did colour blocking today, but we also were writing down our words, say, write, read, and check.

Can you remember any other strategies you used in your practise? Be proud of how you're paying close attention to the words in your reading and writing.

Have you noticed any of this week's spelling in anything you've read? And finally, make sure that you learn from those mistakes that you've made.

Next time you come across a word with the letter string F-E-R in, you'll be able to make choices about how it's spelled a little better now.

Finally, word maps are such a great way of exploring words.

For any other spelling lessons you do, please use this strategy if you found it helpful.

You've done brilliantly.

We've worked through key vocabulary, spelling patterns, and rules.

We learned a new strategy, and you completed your spelling test.