Epic Robots

We are learning to -

• I know that there are four common spellings for the /or/ sound that is made by the r-controlled syllable types ‘or/ore/our/oar’. ‘or’ as in orbit, ‘ore’ as in score, ‘our’ as in four and ‘oar’ as in boar.

• -ful, -y suffixes form adjectives,

• -ed suffix forms verbs.

• I know that there are three common spellings for the /er/ sound that is made by the r-controlled syllable types ‘er/ir/ur’. ’er’ as in ‘nerve’, ‘ir’ as in ‘birth’ and ‘ur’ as in ‘spurt’.

• -in, -ed suffixes form verbs.

• I know that there are three common spellings to make the long /ū/sound and have developed the ability to orthographically map the correct use of ‘ew/ue/ui’. ‘ew’ as in ‘new’, ‘ue’ as in ‘statue’ and ‘ui’ as in ‘fruit’.

• un-, re- prefix, -in, -ed suffixes form verbs

• -able suffix forms adjectives

• I know that there are two sounds for /oa/ as in boat and /ow/ as in slow. These have to be orthographically mapped.

• -y suffix forms adjectives,

• -er suffix forms nouns

• I know that the most common spelling pattern to produce the long /ī/ vowel sound is ‘igh’ as in tight

• -en, -ing, -ed suffixes form verbs

• I know that when I am wanting to spell a word with the ‘oi/oy’ sound and that sound is at the beginning or middle of the word, the spelling will be ‘oi’ as in spoil and if the sound is at the end of a word or syllable, the spelling will be ‘oy’ as in boy or loy/al.

• -ful, -ish, -able, -y suffixes form adjectives

• I know that when I am wanting to spell a word with the long vowel sound ‘a’ and the vowel sound is at the beginning or middle of the word, the spelling will either be ‘a-e’ as in made or ‘ai’ as in maid and if the sound is at the end of a word or syllable, the spelling will be ‘ay’ as in stay or cray/fish.

• :-ful, -less suffixes form adjectives.

• -ly suffix forms adverb.

• I can use my knowledge of open and closed syllables to spell 2 syllable words that end in a consonant and ‘le’, such as am/ple, ta/ble, crum/ble, dim/ple. I have a strategy to read these words. I also know that when adding a vowel suffix I must drop the ‘e’.

• un-, dis- prefixes

• -ly suffix forms adverbs,

• -y suffix forms adjectives

• I know that when adding a vowel suffix/inflection to a base word with a ‘silent e’, we need to drop the ‘e’ before adding the suffix. I can identify how each suffix determines the tense and/or word class.

• -ful, -est suffixes form adjectives,

• -ness suffix forms nouns -ly suffix forms adverbs.

• I can use my knowledge of open and closed syllables and identify syllables that contain a ‘schwa’ sound due to the pronunciation.

• ‘er’ or ‘a’ sounds like /ŭ/ or /ĭ/ vowel sound.

• -ing, -ed suffixes form verbs.

• I know that when adding a basic suffix to a base word with a short vowel sound we need to double the consonant to keep the vowel short.

• I can identify how each suffix determines the tense and/or word class e.g: hopping, dripping -verbs, slipper -noun, nutty -adjective, prodded -past tense verb.

• know that the suffix ‘-ed’ can say 3 different sounds. It says /d/ as in rubbed, /t/ as in winked and /id/ as in bunted.

• -re, -mis, -dis prefixes

• know that when I hear a word, or syllable that has a short vowel sound followed by a /ch/ sound, in most cases the correct spelling is ‘tch’

• -y suffix forms adverbs

• -er suffix forms adjectives – comparative

• -est suffix forms adjectives – superlative

• Know that when I hear a word, or syllable that has a short vowel sound followed by a /k/ sound, in most cases the correct spelling is ‘ck’.

• -y suffix forms adverbs

• -er suffix forms adjectives - comparative

• -est suffix forms adjectives - superlative

• Know that when the letter ‘g’ is followed by an ‘e’ it will change the sound to a ‘soft sound’. ge = /j/ as in rage.

• -ly suffix forms adverb,

• -less suffix forms adjectives

• -s suffix forms verbs

• identify when the letter ‘c’ is followed by an ‘e’ it will change the sound to a ‘soft sound’. ce = /s/ as in race. Able to apply increasing knowledge of the ‘soft sounds of c’ rule in eccentric, cyst, inciteful.

• -s suffix forms verbs

• use the r controlled vowel ‘ar’ as in cart, car, far, bar, barn, farm, tarnish.

• -er suffix forms adjectives - comparative

• -est suffix forms adjectives - superlative

• identify the "Floss" rule

  • • the Floss rule means that we double the f, l or s when it follows a short vowel sound = hill, toss, cliff and I can add a basic suffix

• identify the ‘silent e’ syllable type

  • • this is where the e sound is not voiced/heard.

    • The ‘silent e’ makes the long vowel sound say its name = cake, smile.

• identify a blend/consonant cluster - a blend/consonant cluster is two letters, two sounds, at the end of a word.

  • • mp nt nk st sk ld lk lt lf ct pt.

• identify a blend/consonant cluster - a blend/consonant cluster is two letters, two sounds, at the beginning of a word.

  • • Consonant ‘r’ blends - br cr dr fr gr pr tr.

    • 'S' blends sc/sk sp st sw sl sm sn

    • Consonant 'l' blends - bl cl fl gl pl.

• identify which words require the /wh/ beginning sound in order to be spelt correctly

• know the /ng/ end sound and be aware that this is different than the ‘-ing’ suffix

• identify the two sounds of /th/.

  • • The /th/ sound in ‘that’ vibrates and the /th/ sound in ‘thin’ is a soft unvoiced sound. /Th/ has two sounds.

• use the basic English /ch/ sound as /ch/

  • • I can add a basic suffix - ing, -es -ed to words ending in /ch/ that require no base word alteration

• use the /sh/ - beginning and end sounds

  • • A digraph is 2 written letters that produce 1 new speech sound

• read and spell 2 syllable words.

To be successful -

• • • I will listen for the syllable breaks and vowel sounds (short and long) and use my knowledge of the correct graphemes (letters) to spell multisyllabic words. e.g., ro-bot, leg- o, u-nit.

This is taught using fully phonetic open and closed syllables.

Open syllables are parts of words that contain one vowel representing the long vowel sound

Closed syllables are parts of words that contain one vowel representing the short vowel sound due to being ‘trapped’ by a following consonant.