Spelling Work: Learn, Understand, Apply Strategy

1. St Bernadette English Department Spelling and Grammar Focus We want to build on the excellent work you did in Primary school Create a title (in the back of your book) SPELLING WORK • We will model how to use the LEARN – UNDERSTAND – APPLY spelling strategy • After working on this. Use your Find and Fix booklet and fix the mistakes in the find and fix exercises – we’ll do the first one together under the visualiser Looking for more errors? • Turn to the back of the Find and Fix book, where there are more complex exercises that work backwards from 1 – 10 (exercises) • You should find and fix all the spelling, punctuation and grammar errors in the writing (multiple errors) • You should explain what the correct rule is for each of the errors you have corrected • You should then find the relevant self assessment for the task you have completed and check whether you have found and fixed all the errors

2. Spelling Strategies • Break a word down into syllables E.g. un-for-tu-nat-ely • Break a word into prefix and root and suffix E.g. un – employ – ment • Sound out the word • Identify the root word E.g. mistrust (root = trust) • Use a Mnemonics E.g. Because • Big – Elephants – Can’t – Always – Use – Small – Exits • Learn key words using – Look, Cover, Write, Check • Keep a glossary of common mistakes in your exercise books Literacy Codes For self/peer and teacher marking. Underline the error and mark the code in the margin. C = Capital Letter P = punctuation error SP = Spelling error // NP = Paragraph error ? = proof read your work to ensure it makes sense Sentence Variety Simple sentence starts with a capital letter and ends with a full stop. It is made up of one main clause. E.g. The boy was cold. He had been playing football. Compound sentence consists of two or more independent clauses (or simple sentences) joined by connectives: for, and, nor, but, or, yet, so. E.g. The boy was cold, as he had been playing football. Complex sentence contains one independent clause and at least one dependent clause. Unlike a compound sentence, however, a complex sentence contains clauses which are not equal. E.g. The boy, who had been playing football, was cold.

3. Question Marks (P) ? • Used when asking something • Often used with common command words – Who, What, Where, When, Why, How… • E.g. • Can you pick that up? Full Stop (FS) . Used to demarcate the end of a sentence. E.g. Eventually, the sentence ended. • Capital Letters (CL) • Used for ‘I’ • Used at the start of a sentence • Used for proper nouns – names of people & places & dates • E.g. • Certainly, I said… • Mr. Jones was born in January in Bristol… • Some people believe Paragraphing (// NP) TIPTOP = Time, Place, Topic, Person = New Paragraph E.g. Yesterday, we…//Today, was a… The classroom…//Outside… She was bursting with joy…//Black clouds were now following her… “Go outside” exclaimed the teacher “No, it is freezing”, Sarah shivered violently. More Advanced Punctuation • Colon (P) : • Used to introduce a list • Used to justify your reasoning • Comma Use (P) , • Used in a list • Used in embedded clauses • Used for sentences starting with adverbs or connectives • E.g. • Mrs. Jones liked order, routine, lists, focus and control. • The commas, which were imperative, were often missed out. • Interestingly, commas are often missed in this example. • Furthermore, we need… • Semi-colon (P) ; • Used to separate longer linked clauses • Exclamation Mark (P) ! • Used for humour • Used to emphasise a point • Used to show surprise or excitement • E.g. • That was a diamond shot! (after he missed the shot) • No, I meant the other one! • How utterly thrilling! • Apostrophe (P) ‘ • Used to show possession (belonging) • Used for contractions • E.g. • Bob’s coat • James’ coat • I am = I’m • Does not = doesn’t • Vary Sentence Openings • Use PANIC • P = Preposition E.g. Over there • A = Adjectives/Adverbs E.g. Blue/suddenly • N = Nouns E.g. Tables • I = “Ing” words (active verbs) E.g. Running • C = Connective E.g. Also, • Brackets (P) ( ) • Used to include extra information • Ellipsis (P) … • Used to omit • Used to interrupt or as a thought

4. PANIC SENTENCE OPENERS MEANS: P P Preposition. Examples: over there, behind, next to etc. Prepositions usually describe the position of something, the time when something happens and the way in which something is done A Adjectives/Adverbs. Examples: Red, energetic/sympathetically Words that describe. Words that describe how an action takes place N Noun. Examples: Mr. Jones, Mrs. Jones, table, St Bernadette, window Words that name objects, people and places. (People and places need capital letters) I “Ing” Words. Example: Running, throwing, skirting etc. Words that end in ‘ing’ generally these indicate an action (verbs) C Connectives. Example: Next to, However, Firstly, Secondly, Also, Comparatively Connectives are words that link sentences, when used at the start of the sentence it indicates that this is a complex sentence

5. 1 - Spelling: Does and Doesn’t Understand • Means to do – does or not to do - does not • Doesn’t - Must have an apostrophe between the n and t (n’t) • Often oe is written as ose in the mis-spelling • Why? Your dialect means the way you say it is the way you write it. Apply At Sentence Level: • Write the words in a sentence • Write the words in a range of sentences • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Does - Doesn’t • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

6. 2 - Spelling: alternative Understand • Means another possibility or option • Alternative- must have an -e at the end • Often -e is left out in the mis-spelling • Why? Your dialect means the way you say it is the way you write it. Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Alternative • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

7. 3 - Spelling: significantly Understand • Means to do something in a significant way. To do something in an important way. • Significantly - Must have -ly at the end • Often -ly is written as -ley in the mis-spelling • Why? Other rules for words have -ley at the end and both sound the same Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Significantly • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

8. 4 - Spelling: symbolically Understand • Means something is being represented or implied • Symbolically - Must have an -ly at the end • Often sym is spelled as sim and the double l is placed after symbol • Why? Y and I sound similar and we usually don’t pronounce the a in cally Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Symbolically • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

9. 5 - Spelling: exaggerate Understand • Means to emphasise how good/worse/better something is • Exaggerate - must have two g’s • Often exaggerate is misspelled by only using one g • Why? Double consonants are often a problem when it comes to misspelling words. Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Exaggerate • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

10. 6 - Spelling: amendment Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Means a small change, designed to improve a text/legislation. • Often written as amm, which is the mis-spelling. • Why? When you break the word down into sounds, it can sound like there are two ‘m’ sounds at the start of the word. Learn • Amendment • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

11. 7 - Spelling: achieve • Understand • Means to succeed in finishing something or reaching an aim, especially after hard work or effort. • Often ie is written as ei in the mis-spelling • Why? Other words which sound the same - like receive - are spelt with an ei vowel sound. • In this case, remember i before e except after c. Unfortunately there are some exceptions to this rule! • Apply • At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage • Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. • Remember it: • If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Achieve • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

12. 8 - Spelling: government • Understand • Means the group of people who have the authority to run and manage a country or state. • Often written as goverment, which is a mis-spelling • Why? Your dialect means the way you say it is the way you write it. Quite often, you don’t hear the ‘n’ sound between ‘gover’ and ‘ment.’ • Apply • At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage • Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. • Remember it: • If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Government • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

13. 9 - Spelling: guarantee/guaranteed/guarantor • Understand • Guarantee = assurance that conditions will be met • Guarantor = a person or thing that gives or acts as a guarantee. • Often written as ‘garranty’, which is a mis-spelling • Why? You try and write the word the way it sounds. It also sounds similar to ‘warranty.’ • Apply • At Sentence Level: • Write the words in a sentence • Write the words in a range of sentence • Find and fix the incorrect spelling in the passage • Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. • Remember it: • If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Guarantee/ guaranteed/guarantor • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

14. 10 - Spelling: hindrance Understand • Means something that gets in your way or makes things difficult for you. • Often  is written as hinderence in the mis-spelling • Why? Your dialect means the way you say it is the way you write Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Hindrance • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

15. 11 - Spelling: recommend Learn • Recommend • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly Understand • Can have several meanings: to say someone is suitable for a job; to advise someone to do something. • Often is written without the double consonant in the mis-spelling - recomend • Why? Your dialect means the way you say it is the way you write it. Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder

16. 12 - Spelling: aggressive Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Can have two meanings – violent and very likely to attack people or very forceful. • Often written without one of the double consonants - either one a g or a s are in the mis-spelling • Why? Your dialect means the way you say it is the way you write it. Learn • Aggressive • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

17. 13 - Spelling: vehicle Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Means a means/way of transporting/moving people or goods around on land. Often the h is omitted in the mis-spelling • Why? Your dialect means the way you say it is the way you write it. Learn • Vehicle • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

18. 14 - Spelling: programme/programming/programmed Understand • Definition: Arrange according to a plan/schedule or a series of codes given to create a function in a computer. • Often it is written in American English: program • As Apple is an American Company it will autocorrect in your phone to the American spelling ‘program’. • In English academia the correct spelling has the double m and e ending: programme. • This is also true when adding the suffix ing and ed: programming and programmed. Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to misspell write it at the top of your work as a reminder Learn • Programme • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

19. 15 - Spelling: occur/occurring/occurred/occurrence Understand • Definition: something that happens or takes place. • Often the number of consonants are incorrect: the correct spelling has two c’s and one r. • It is not unless you add a suffix on the end for example: ing/ed/ence that it changes to two r’s. The reason for this is In English, the final letter is doubled when a word of two or more syllables has stress on the final syllable. • So it remains occur, unless it is becoming occurring or occurred. Apply At Sentence Level: • Write the words in a sentence • Write the words in a range of sentence • Find and fix the incorrect spelling in the passage Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Occur • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

20. 16 - Spelling: environment • Understand • Means the surroundings or conditions in which a person, animal, or plant lives or operates. • Often the ‘n’ in the middle is missed out as it is not pronounced. We are more likely to say ‘enviromen(t)’ • Remember that the correct spelling of environment has 3 n’s. • It has four syllables en/vi/ron/ment. • This does not change when the suffix (ally) is added as the stress is not on the ‘ment’. Instead it is on the ‘en’ so the number of consonants at the end remains unchanged. Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentences • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Environment • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

21. 17 - Spelling: pronunciation/pronounce Understand • pronounce definition: to make a sound in a particular way or to announce something • pronunciation definition: the way that a word is spoken • Common errors include pronounciation as this is the logical way of changing pronounce (adding tion on the end) however in this case the word itself must also change • These are actually different words, so to make pronunciation you are not just adding a suffix onto pronounce. • pronunce/pronounse these are common misspellings as they are phonetically how we would say it. Apply At Sentence Level: • Write the words in a sentence • Write the words in a range of sentences • Find and fix the incorrect spelling in the passage Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to misspell write it at the top of your work as a reminder Learn • Pronunciation • Pronounce • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

22. 18 - Spelling: necessary Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Means needs to be done, essential • Necessary - Must have one ‘c’ and double ‘s’ • Often it is written without the double consonant ‘s’ in the misspelling or putting the ‘c’ and ‘s’ in the wrong order. • Why? In a word with two or more syllables the final consonant is doubled (‘y’ does not count as a consonant in this case) Also, the ‘c’ and ‘s’ have the same sound in this word. Learn • Necessary – Unnecessary • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

23. 19 - Spelling: harass Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Means to pester, pressure or intimidate. • Often written with double consonant ‘r’ or a single ‘s’ in the misspelling. • Why? In a word with two or more syllables the final consonant is doubled Learn • Harass - harassment • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

24. 20 - Spelling: mischievous Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Means having a fondness for causing trouble in a playful way. • Often ‘ie’ is written as ‘ei’ in the mis-spelling or ‘ous’ at the end is written as ‘ious’ • Why? Your dialect means the way you say it is the way you write it. Learn • Mischievous • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

25. 21 - Spelling: twelfth Understand • Means the number twelve in a sequence • Twelfth – has an ‘f’ before the ‘th’ • Often the ‘f’ is written as a ‘v’ or the ‘th’ is omitted in the misspelling • Why? It is derived from the word ‘twelve’ which has a ‘v’ not an ‘f’, and your dialect means the way you say it is the way you write it. Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Twelfth • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

26. 22- Spelling: yacht Understand • Means a large boat • Yacht – often yaut ‘au’ instead of ‘acht’ • “aught” is sometimes used instead if yacht • Why? The silent c often confuses people as it is not a common letter pattern. Apply At Sentence Level: • Write the word(s) in a sentence • Write the word(s) in a range of sentence • Find and fix the incorrect spelling in the passage Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Yacht • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

27. 23 - Spelling: separate • Understand • Means to move apart • Often separate is written as seperate in the mis-spelling • Why? Often when spoken we pronounce the second syllable in the word with an “e” sound. Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Separate • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

28. 24 - Spelling: existence Understand • Meaning: the fact or state of living (noun) • Existence must be spelt with an “x” • Often existence is also spelt existence Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • existence • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

29. 25 - Spelling: anthology Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • A published collection of poems or other pieces of writing. • Anthology – must use one “l” and end in “gy” • Often “ie” is put at the end of the word instead of “gy”. However, when pluralising the word it should end in “ie”: “anthologies” Learn • Anthology • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

30. 26 - Spelling: thesaurus Apply At Sentence Level: • Write the word(s) in a sentence • Write the word(s) in a range of sentence • Find and fix the incorrect spelling in the passage Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Means- a book that lists words in groups of synonyms and related ideas. • Thesaurus- Must have an “au” after the s and a “u” between the “r” and “s” • Often the “au” is not acknowledged and instead replaced with an “a”. • Why? Miss pronunciation of the word is often transferred to paper. Learn • Thesaurus • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

31. 27 - Spelling: metaphor Understand • A metaphor is a language feature in which a word or phrase is applied to an object or action to which it is not literally applicable. E.g. My anger is a mighty fortress. • In the misspelling, the ‘ph’ may be mistaken for an ‘f’. A letter ‘e’ may also be added to the end. • Why? There is a confusion between the end of ‘before’ and ‘metaphor’ as the end of these words sound identical. Apply This word will be very useful when you describe a writer’s choices. At Sentence Level: • Write the word(s) in a sentence • Write the word(s) in a range of sentences • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Metaphor n. • Metaphorical adj. • Metaphorically adv. • Look, cover, check • Write it out ten times accurately • Correct any mistakes in your work in green pen

32. 28 - Spelling: Shakespeare/Shakespearean Understand • Shakespeare is a world famous playwright and poet. • There are several misspellings, including forgetting the ‘e’ after the ‘k’ or forgetting the final ‘e’ • Sometimes people may also may misspell the last syllable (peare), by omitting the ‘a’ • Why? The English language has many ways of making this sound, including: pier, peer. Apply At Sentence Level: • Write the words in a sentence • Write the words in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Shakespeare n. • Shakespearean adj. • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly or forgotten to use a capital ‘S’.

33. 29 - Spelling: assessment Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Assessment is the action of assessing (testing) someone or something • This word is challenging to spell correctly because of the pair of double ‘s’. • Why? You may remember that it contains double s but forget that that it happens twice within the word. Learn • Assessment n. • Assess vb. • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

34. 30 - Spelling: nuance Apply At Sentence Level: • Write the word(s) in a sentence • Write the word(s) in a range of sentence • Find and fix the incorrect spelling in the passage Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Nuance means a subtle difference in terms of expression or meaning. • The misspelling is often in the first syllable: nu- • Why? There are many ways of creating this sound in the English language, including: new, neu. Learn • Nuance n. • Nuances pl. • Nuanced adj. • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

35. 31 - Spelling: sibilance Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Means the repeated s sound in writing • Often a replaced with e or the i is missed out • Why? This is a subject specific terminology and not commonly used, therefore easy to make a mistake with Learn • sibilance • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

36. 32 - Spelling - Homophones: whether/weather Apply At Sentence Level: • Write the words in a sentence • Write the words in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Weather means the state of the atmosphere • Whether means if you should do something • Why? Mixed up as they sound the same when said Learn • Whether • Weather • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

37. 33 - Spelling - it’s/its Understand • Means it is not its which is the possessive form • it’s - Must have an apostrophe between the t and s (it’s) • Often its is used instead of the contraction • Why? When writing it is easy to mix the two versions up. Often students don’t know the possessive form Apply At Sentence Level: • Write the word(s) in a sentence • Write the word(s) in a range of sentence • Find and fix the incorrect spelling in the passage Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • It’s = it is (not its) • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

38. 34 - Spelling: actually Apply At Sentence Level: • Write the word(s) in a sentence • Write the word(s) in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Means the truth of a situation • Actually – often spelt with one l • Often the a is missed out • Why? Your dialect means the way you say it is the way you write it. Learn • Actually • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

39. 35 - Spelling: linguist/linguistic Understand • Means a person skilled in other languages or relating to the study of language • U is often left out • Often it is written as the sound w (lingwist) in the mis-spelling • Why? The sound is easy to misrepresent in written form and it is a non-common word, therefore not used often. Apply At Sentence Level: • Write the words in a sentence • Write the words in a range of sentence • Find and fix the incorrect spelling in the passage Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • linguistic • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

40. 36 - Spelling: denouement Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Means the ending in a story where everything is drawn together • Often the 2nd e is left out • Often a double oo is written den-oo-ment • Why? We are not used to triplets of consonants in words, so easily miss these out Learn • denouement • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

41. 37 - Spelling: structure Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Means the understanding of the organisation of a whole text in a piece of literature • Structure often spelt without the e • Or, ere is used instead of ure • Why? The silent e at the end of the word is not heard or it is said with the e sound Learn • Structure • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

42. 38 - Spelling: simile Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Means to compare two objects using like or as • Simile – leaving out an I is common • Leaving off the e at the end of a word • Why? Your dialect means the way you say it is the way you write it. Learn • Simile • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

43. 39 - Spelling: playwright Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Means the person who wrote the play • Often spelt with right at the end • Often spelt as two words play write • Why? It is a non-standard word and therefore you default to what you are familiar with Learn • Playwright • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

44. 40 - Spelling: romantic Apply At Sentence Level: • Write the word(s) in a sentence • Write the word(s) in a range of sentence • Find and fix the incorrect spelling in the passage Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Means to have feelings of love for another • Often the a is left out • Often the tic is ce at the end and while this spells romance it is used incorrectly • Why? Sometimes you mix up what word it should be Learn • romantic • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

45. 41 - Spelling: onomatopoeia Apply At Sentence Level: • Write the word(s) in a sentence • Write the word(s) in a range of sentence • Find and fix the incorrect spelling in the passage Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Means the sound of the object/noise is reflected by the word • Oeia at the end is often confused • The vowels are confused throughout the word • Why? It is a word with an unusually high number of vowels. Learn • onomatopoeia • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

46. 42 - Spelling: epistrophe Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Means repetition at the end of clauses or sentences • E at the start changed to a • E left off or vowels mixed up • Why? Your dialect means the way you say it is the way you write it. Learn • Epistrophe • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

47. 43 - Spelling: juxtaposition Apply At Sentence Level: • Write the word(s) in a sentence • Write the word(s) in a range of sentence • Find and fix the incorrect spelling in the passage Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Means to contrast deliberately two things close together in a text • a is often left out • Often position at the end often misspelt • Why? It is not a common everyday piece of vocabulary Learn • Juxtaposition • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

48. 44 - Spelling: soliloquy Understand • Means a lengthy speech that is said by the character alone on stage to show the characters feelings • o is often left out • u at the end often replaced by an e • Why? Non-standard word with a lot of vowels Apply At Sentence Level: • Write the word in a sentence • Write the word in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Soliloquy • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

49. 45 - Challenge spelling: tragic and tragedy Apply At Sentence Level: • Write the word(s) in a sentence • Write the word(s) in a range of sentence • Find and fix the incorrect spelling in the passage Master it: • Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Understand • Tragic = extreme distress or sorrow • Tragedy = an event causing extreme distress • Often the two words are mixed up • The e is often left out in tragedy or a d added (tradgedy) • Why? Uncertainty about the meaning of the word leads to confusion Learn • Tragic and Tragedy • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly

50. 46 - Challenge spelling: affect and effect Understand • Affect = the action that takes place • Effect = the impact of doing something • Often the two get confused • Why? They are similar in sound and meaning but only marginally different Apply At Sentence Level: • Write the words in a sentence • Write the words in a range of sentence • Find and fix the incorrect spelling in the passage Master it: Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself. Remember it: If you know it is a common word for you to mis-spell write it at the top of your work as a reminder Learn • Affect and Effect • Look, cover, check • Write it out ten times accurately • Go over your work and adapt using a green pen every time you have used it incorrectly