Aim

• To revise and make further investigations of the year 3 and 4 spelling

patterns/rules from the 2014 national curriculum.

Success Criteria
• I can recall spelling patterns and how to apply them.
• I can investigate spelling patterns independently.
 Adding the suffix -er to the end of words.
Which of these –er suffixes have been added correctly?

run runner
begin beginer beginner
rub rubber
dream dreammer dreamer
lead leadder leader
drive driver

What other words can you find where the

consonant at the end doubles when you add
the suffix –er?
 Adding the suffix -ing to the end of words.
Which of the following words have been spelt correctly once the suffix –ing has
been applied?

decideing deciding
beginning
swiming swimming
ending
phoneing phoning
interesting

What other words can you think of that end in a

vowel that is removed before adding –ing?
 Adding the prefix mis-, dis-, im-, il-, ir- or re-
Which prefixes could you add to these words to make a new word?
like dislike
regular irregular
patient impatient
lead mislead
legal illegal
act react
possible impossible
legal disobey
act immature
spell misspell

What other words can you think of that change

meaning when you add the prefixes above?
 Adding the prefix sub-, inter-, super-, anti- or auto-.
Which prefixes could you add to these words to make a new word?
hero superhero
national international
marine submarine
bacterial antibacterial
biography autobiography
title subtitle
pilot autopilot
active interactive
natural supernatural
social antisocial

Write each word with the added prefix in a sentence. Use a

dictionary to check any unknown meanings.
 Words with the spelling pattern ‘sure’
and ‘ture’.
Which spelling pattern needs to be applied to each of these words; ‘sure’
or ‘ture’?
mea measure
crea creature
trea treasure
tor torture
mois moisture
cap capture
pres pressure
plea pleasure

Which spelling pattern is most common; ‘sure’ or ‘ture’? See how

many words you can find for each to support your answer.
 Words with the ‘ch’ spelling pattern that
make the ‘sh’ or ‘k’ sound.
Write a ‘sh’ or ‘k’ next to each word with the ‘ch’ spelling pattern depending on
whether it makes the soft or hard sound, e.g. scheme = k
ache k
parachute sh
echo k
machine sh
chemist k
chorus k
chef sh
crochet sh

how many words can you find with ‘ch’ that make the soft ‘sh’
sound and the hard ‘k’ sound?
 Homophones – words which sound the
same but are spelt differently and have a
different meaning.
Choose the correct spelling to complete each sentence.
knight was brave and gallant.
The night/knight
“It’s a pleasure tomeet you,” said Mr Gordon politely. meet/meat
Which
“ lessons do you enjoy the most?” asked
which/witch
Henry’s mum.
There is a lot at stake; we can’t afford to make
steak/stake
a mistake.
The boy let out a loud groanas he lifted the
groan/grown
heavy table.
“You are going to bed whetheryou like it or not,”
weather/whether
ordered dad.

Write a sentence with the wrong spelling of a homophone and

give it to a friend to find and correct.
 Endings that sound like ‘shun’ and are
spelt – sion, -tion, -ssion or –cian.
Complete these words with the correct spelling of the ‘shun’ sound.

televi television
opti optician
mi mission
po potion
musi musician
lo lotion
comprehen comprehension
deci decision

What is the longest word that you can think of with one of these
spellings of the ‘shun’ sound? What is the shortest?
 Words with the spelling patterns ‘gue’
or ‘que’.
Finish each of the sentences below with a word that has either the ‘gue’ or ‘que’
spelling pattern.

tongue is always hanging out of his mouth.

My dog’s

The football team reached the Premier League

.

I bought this old vase from the antiqueshop down the road.

According to the Bible, Egypt was covered by a plague

of locusts.

This flower is one of a kind; it is unique

.

plaque
The on the wall tells us who donated money to this museum.

What other words can you find with the spelling patterns ‘gue’
and ‘que’?
 Words with ‘y’ that sound like ‘i’.
Which of the following words are spelt correctly?

hymn
mith myth
gym
dri dry
skyline
slily slyly
friing frying
crying

What other words can you think of that are spelt with y that sounds
like an i?
 Words with the spelling pattern ‘ou’ that
sound like a short ‘u’.
Fill in the missing letters to complete the following words:

young touch

country rou gh

double enough

trouble cous in

tough couple

Choose four words with the spelling pattern ‘ou’ that sound like a
short ‘u’ and write them in a sentence.
 Adding the suffix –ation and –ly to the
end of words.
Change these words by adding either the suffix –ation or –ly.

generate generation
definite definitely
incredible incredibly
separate separation/separately
donate donation
ideal ideally
decorate decoration
happy happily

Race your partner to think of as many words as you can that can
have the two suffixes applied. Partner A find words ending in –
ation, partner B find words ending in –ly!
 Adjectives that end in –ous.
Choose the adjectives ending in -ous that match each of the following definitions:

extremely happy enormous

wonderful, extremely good fabulous
many, large amounts envious
anxious, worried numerous
unselfish, giving free joyous
unusually large generous
naughty, devious nervous
jealous mischievous

Think of other adjectives that end in –ous and write definitions

for them.
 Clue
When you add a suffix that begins with a For example, horrible – a
vowel to a word that ends in a short vowel completedigroot
+ erword
= digger
can’t be
(i.e. a, e, i, o or u) and a single consonant, heard. But sensible – sense (a
double the final consonant before adding the madroot
complete + erword
= madder
can be
suffix, e.g. heard!)

But if the word ends in a long vowel and a

consonant, you do not need to double the
consonant, e.g.

head + er = header

teach + er = teacher
 Clue
If the word ends in a silent e, remove the e
before adding the suffix –ing, e.g.

come + ing – coming

shove + ing = shoving

If a word ends in a consonant, vowel, consonant, double the

last consonant before adding –ing, e.g.

For most other words (including

sit + ing = sitting
those that end in y), just add ing.
stop + ing = stopping
 Clue
When the prefixes mis-, dis-, im-, il-, ir- and re- are added to the
beginning of a word, it usually changes the meaning to the opposite, e.g.

responsible = irresponsible
moral = immoral

When you add a prefix, the root word

does not usually change.
 Clue
For words that end in d, de, se and t, the suffix –sion is usually added,
e.g.

explode = explosion
persuade = persuasion

When words already end in –ss, just add –ion, e.g.

discuss = discussion
profess = profession

For words that end in c, add –ian, e.g.

Magic = magician
electric = electrician
 Clue
Using the suffix –ation turns a verb into a noun, e.g.

inform = information
consider = consideration

For words that end in –ne, -ve or –re, you drop the e and add –ation, e.g.

prepare = preparation
determine = determination
 Aim
• To revise and make further investigations of the year 3 and 4 spelling
patterns/rules from the 2014 national curriculum.

Success Criteria
• I can recall spelling patterns and how to apply them.
• I can investigate spelling patterns independently.