Year 3 & 4 Spelling

10 May 2019

Spelling:

As we’ve been recapping homophones learning this week, use and underline the correct homophones in a sentence correctly.

This is a common mistake in children’s writing.

where,      wear,     were,     we’re,     

there,     their,     they’re,   

 to,     too,     two

Challenge: What top tips would you give for remembering the difference between where,      wear,     were,     we’re?

18 April 2019

Spelling

Negative prefixes

This week, to improve the children’s spelling and understanding of unfamiliar words, we’d like them to do two things:

• Write a list of lots words that use a negative prefix (see the list below).
• Write lots of them in sentences.

Examples of negative prefixes:

8 February 2019

Spelling

This week, we would like children to investigate the suffix –ful.

Add –ful to the root word so the words become adjectives. Can you add it to any word?

How many words can you think of that has the suffix –ful. Create a list and write them in a sentence correctly.

Take care to only add one ‘l’ at the end and not a double!

skill – skilful , power – powerful, care – careful

1 February 2019

Spelling Practice

For this week’s spelling, we would like the children to practice the following words, which all in –ed, for a test (8 words) on Friday 8 February:

These are a mixture of verbs. Some end in e, so just need to add ‘d’, some need -ed and some sound like a ‘t’ but add -ed.

Most are taken from the Y3/4 spelling list and others from current work.

25 January 2019

Spelling

This week we have been learning about the suffix –ed , changing verbs to the past tense.

For example:

dance – danced (just add ‘d’ but sounds like a ‘t’).

hop – hopped (double the last letter)

watch – watched (just add ed)

For spelling homework, we would like you to create a word search using as many words as you can that end with –ed. Use the template provided.

18 January 2019

Spelling

This week’s spelling task is to learn the following -ing words for a spelling test on Friday 18 January.

We’ve been consolidating our learning on dropping the e for ing through dictation.

Here are some of the words collected from the children’s spelling list. The children will be tested on just eight of them.

11 January 2019

Spelling Activity

This week we have been looking at adding –ing to verbs.

Some verbs that end in e, use the rule ‘drop the e for ing’.

Your task is to make a poster explaining the rule and think of some of your own examples.

Think about:

• Does this apply to all verbs ending in e?
• What verbs do NOT fit this rule?
• When should you double the last letter?

For example:

dance – dancing

believe – believing

shout- shouting

hop – hopping

07 December 2018

For this week’s spelling, learn the following words. They are all commonly used adjectives and some are in the National Curriculum’s Year 3 and 4 spelling list.

Top tips:

1. You’ll need to learn the spelling of the comparative and superlative adjectives, too.
2. Remember our spelling rule: Drop the ‘y’ for an ‘i’.

For example: happy – happier (the comparative, with ‘y’ replaced by ‘i’) happiest (the superlative, with ‘y’ replaced by ‘i’).

• busy
• early
• fluffy
• funny
• gloomy
• lovely
• naughty
• noisy
• tasty
• wealthy

19 October 2018

For this week’s spelling homework, we’re going to ‘drop the e for ing‘.

• make becomes making
• have becomes having

Find words ending in ing. Do you always need to ‘drop the e for ing’?

Write a list.

12 October 2018

For this week’s spelling homework, learn the following words that all contain the ‘ed’ ending that we have been working on in class.

We double when there is a short vowel sound such as the short ‘a’ sound leading to the double ‘p’ in happening.

discovered
drilled
gleamed
glided
happened
hammered
remembered
zoomed

travelled

whizzed