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t2 e 5062 Year 3 and 4 Spelling Pattern Revision Powerpoint - Ver - 2
t2 e 5062 Year 3 and 4 Spelling Pattern Revision Powerpoint - Ver - 2
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
decideing deciding
beginning
swiming swimming
ending
phoneing phoning
interesting
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.
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.
I bought this old vase from the antiqueshop down the road.
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:
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.
responsible = irresponsible
moral = immoral
explode = explosion
persuade = persuasion
discuss = discussion
profess = profession
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.