Week of 2nd Jan 2017
Name: _________________________________ Date: _______________
Dear Parent,
The following words are from the national curriculum word lists for years 3 and 4. They are listed in
alphabetical order and not level of difficulty and do not follow a particular spelling rule or pattern.
Please help your child become familiar with their spelling. Read the words together, point out any
unusual sounds or letter patterns; discuss the meaning of the words.
Use the first column to copy the given word. Fold the sheet and see if your child can remember how to
spell the word without looking. Use the third column to correct any mistakes or to test the words again.
Word List 4:2
Practise 1
(copy into space)
Practise 2
(fold and write)
Can spell word
(check and correct)
Practice 1
Practice 2
Spell
natural
naughty
notice
occasion
often
Word List 4:2
opposite
ordinary
particular
peculiar
perhaps
Choose the words from above to match the definitions or (synonyms) below. Use a dictionary if it helps.
1. Weird or odd:
_______________________________
(strange)
2. Badly behaved:
_______________________________
(disobedient)
3. It may be, possibly:
_______________________________
(maybe)
4. Many times:
_______________________________
(frequently)
5. Usual, not special:
_______________________________
(normal)
Week ending Jan 13th
Name: _________________________________ Date: _______________
Consonant suffix ‘ly’
 Vowels are the letters ‘a’, ‘e’, ‘i’, ‘o’, ‘u’, all other letters are consonants.
 Vowels can make a short sound (‘a’ as in ‘tap’) or a long sound (‘a’ as in ‘tape’).
 A suffix is a letter or letters added to the end of a word to make another word.
 The suffix ‘ly’ means ‘in this way’. It turns an adjective into an adverb.
 Adjectives are ‘describing’ words (tall, thin, old etc).
 Verbs are ‘doing’ or action words (run, jump, shout).
 Adverbs help describe verbs (run quickly, shout loudly).
(list 3:8)
Spelling tip:
Practise 1
Practise 2
Can spell word
(copy into space)
(fold and hide)
(check and correct)
If the root word ends with ‘le’, the ‘le’ is dropped before ‘ly’ is added (simple – simply).
ably
gently
simply
nobly
humbly
Spelling tip:
In multi syllabic root words which end in ‘y’ after a consonant, the ‘y’ changes to ‘i’ before ‘ly’.
happily
merrily
mistily
noisily
luckily
Spelling tip:
magically
ethically
critically
logically
musically
If the root word ends with ‘ic’, then ‘ally’ is added rather than just ‘ly’ (basic – basically).
HOMEWORK Week ending 20th Jan
Dear Parent,
The following words are from the national curriculum word lists for years 3 and 4. They are listed in
alphabetical order and not level of difficulty and do not follow a particular spelling rule or pattern.
Please help your child become familiar with their spelling. Read the words together, point out any
unusual sounds or letter patterns; discuss the meaning of the words.
Use the first column to copy the given word. Fold the sheet and see if your child can remember how to
spell the word without looking. Use the third column to correct any mistakes or to test the words again.
Word List 4:3
Practise 1
(copy into space)
Practise 2
(fold and write)
Can spell word
(check and correct)
Practice 1
Practice 2
Spell
popular
position
possession
possible
potatoes
Word List 4:3
pressure
probably
promise
purpose
quarter
Choose the words from above to match the definitions or (synonyms) below. Use a dictionary if it helps.
1. Can happen or be done:
_______________________________
(feasible)
2. Continuous pressing:
_______________________________
(force)
3. Liked by many:
_______________________________
(liked)
4. Ii is likely to happen:
_______________________________
(likely)
5. Something you own:
_______________________________
(ownership)
HOMEWORK
Week ending Jan 27th
Prefix ‘un’, ‘dis’, ‘mis’
 A prefix is a letter or letters added to the start of a word to change its meaning.
 Most prefixes are added to the beginning of root words without any change in spelling.
 These prefixes all turn the root into one with the opposite meaning.
Copy each word, then try to write it without copying. Use the final column to correct any mistakes or to test each
group of words.
(list 3:9)
Spelling tip:
Practise 1
Practise 2
Can spell word
(copy into space)
(fold and hide)
(check and correct)
‘un’ means ‘not’. When added (as a prefix) it will give the word the opposite meaning.
unhappy
unwell
unpick
Spelling tip:
‘dis’ means ‘not’ or ‘the opposite of’. It will give the word the opposite meaning.
disagree
dislike
discover
distrust
Spelling tip:
mistake
misread
misfire
‘mis’ means ‘wrong’ or ‘the opposite of’. It will give the word the opposite meaning.
Week ending 3rd Feb
Name: _________________________________ Date: _______________
Dear Parent,
The following words are from the national curriculum word lists for years 3 and 4. They are listed in
alphabetical order and not level of difficulty and do not follow a particular spelling rule or pattern.
Please help your child become familiar with their spelling. Read the words together, point out any
unusual sounds or letter patterns; discuss the meaning of the words.
Use the first column to copy the given word. Fold the sheet and see if your child can remember how to
spell the word without looking. Use the third column to correct any mistakes or to test the words again.
Word List 4:4
Practise 1
(copy into space)
Practise 2
(fold and write)
Can spell word
(check and correct)
Practice 1
Practice 2
Spell
question
recent
regular
reign
remember
Word List 4:4
sentence
separate
special
straight
strange
Choose the words from above to match the definitions or (synonyms) below. Use a dictionary if it helps.
1. Ask something:
_______________________________
(doubt)
2. Not together or joined:
_______________________________
(divide)
3. Unusual or surprising:
_______________________________
(odd)
4. Not long ago:
_______________________________
(new)
5. The period a person is a king:
_______________________________
(rule)
Week ending Feb 10th
Name: _________________________________ Date: _______________
Prefix ‘in’, ‘il’, ‘ir’
 A prefix is a letter or letters added to the start of a word to change its meaning.
 Most prefixes are added to the beginning of root words without any change in spelling.
 These prefixes all turn the root into one with the opposite meaning.
Copy each word, then try to write it without copying. Use the final column to correct any mistakes or to test each
group of words.
(list 3:10)
Spelling tip:
Practise 1
Practise 2
Can spell word
(copy into space)
(fold and hide)
(check and correct)
The prefix ‘in’ usually means ‘not’. It will give the root word the opposite meaning.
insane
inexact
indirect
informal
injustice
Spelling tip:
When added to a root word starting with ‘l’, ‘in’ becomes ‘il’ giving a double ‘l’ (ll).
illegal
illegible
illiterate
illicit
illogical
Spelling tip:
irrational
irrelevant
irreversible
irresponsive
irregular
When added to a root word starting with ‘r’, ‘in’ becomes ‘ir’ giving a double ‘r’ (rr).
HOMEWORK
Week ending 24th Feb
Dear Parent,
The following words are from the national curriculum word lists for years 3 and 4. They are listed in
alphabetical order and not level of difficulty and do not follow a particular spelling rule or pattern.
Please help your child become familiar with their spelling. Read the words together, point out any
unusual sounds or letter patterns; discuss the meaning of the words.
Use the first column to copy the given word. Fold the sheet and see if your child can remember how to
spell the word without looking. Use the third column to correct any mistakes or to test the words again.
Word List 4:5
Practise 1
(copy into space)
Practise 2
(fold and write)
Can spell word
(check and correct)
Practice 1
Practice 2
Spell
strength
suppose
surprise
therefore
although
Word List 4:5
thought
through
various
weight
woman
Choose the words from above to match the definitions or (synonyms) below. Use a dictionary if it helps.
1. How heavy something is:
_______________________________
(heaviness)
2. Many different kinds:
_______________________________
(several)
3. Something you think or believe:
_______________________________
(idea)
4. Something not expected:
_______________________________
(unexpected)
5. For that reason:
_______________________________
(so)
HOMEWORK
Week ending March 3rd
‘y’ sounding ‘i’
The letter ‘y’ is special and can make several different sounds.
 Vowels are the letters ‘a’, ‘e’, ‘i’, ‘o’, ‘u’, all other letters are consonants.
 Vowels can make a short sound (‘i’ as in ‘pip’) or a long sound (‘i’ as in ‘pipe’).
 The letter ‘y’ acts as a consonant at the start of words (yes, yet, yell).
 At the end of a word ‘y’ can make a long ‘e’ (ee) sound (happy) or a long ‘i’ (eye) sound (cry).
 In the middle of words ‘y’ can make a long or short ‘i’ sound (gym/style).
(list 3:11)
Spelling tip:
Practise 1
Practise 2
Can spell word
(copy into space)
(fold and hide)
(check and correct)
The letter ‘y’ can make a short ‘i’ sound within words. They tend to be less common words.
gym
hymn
myth
crypt
lyric
Spelling tip:
The letter ‘y’ can make a short ‘i’ sound. There are no rules and the words must just be learnt.
system
symbol
mystery
pyramid
typical
Spelling tip:
style
type
pylon
tyrant
rhyme
The letter ‘y’ can make a long ‘i’ sound. There are no rules and the words must just be learnt.
Week ending 10th March
Name: _________________________________ Date: _______________
Dear Parent,
The following words are from the national curriculum word lists for years 5 and 6. They are listed in
alphabetical order and not level of difficulty and do not follow a particular spelling rule or pattern.
Please help your child become familiar with their spelling. Read the words together, point out any
unusual sounds or letter patterns; discuss the meaning of the words.
Use the first column to copy the given word. Fold the sheet and see if your child can remember how to
spell the word without looking. Use the third column to correct any mistakes or to test the words again.
Word List 5:1
Practise 1
(copy into space)
Practise 2
(fold and write)
Can spell word
(check and correct)
Practice 2
Spell
accommodate
accompany
according
achieve
aggressive
Word List 5:1
Practice 1
amateur
ancient
apparent
appreciate
attached
Choose the words from above to match the definitions or (synonyms) below. Use a dictionary if it helps.
1. From very long ago:
_______________________________
(very old)
2. To go with:
_______________________________
(escort)
3. To value highly:
_______________________________
(value)
4. Full of anger:
_______________________________
(forceful)
5. Not a professional:
_______________________________
(unskilled)
Week ending March 17th
Name: _________________________________ Date: _______________
‘ou’ sounding ‘u’, ‘ow’, ‘oo’
 Vowels are the letters ‘a’, ‘e’, ‘i’, ‘o’, ‘u’, all other letters are consonants.
 Vowels can make a short sound (‘u’ as in ‘tub’) or a long sound (‘u’ as in ‘tube’).
 The vowel combination ‘ou’ can make different sounds in different words.
 There are no easy rules and the words must just be learnt.
Copy each word, then try to write it without copying. Use the final column to correct any mistakes or to test each
group of words.
(list 3:12)
Spelling tip:
Practise 1
Practise 2
Can spell word
(copy into space)
(fold and hide)
(check and correct)
‘ou’ can make a sound like short ‘u’ (could/cud). There are several of these words.
could
should
touch
young
double
Spelling tip:
‘ou’ can make a sound like ‘ow’ (e.g. flour-flower). There are many of these words.
shout
hour
noun
cloud
found
Spelling tip:
you
soup
group
tour
youth
‘ou’ can sometimes make a sound like ‘oo’. There are not many of these words.
HOMEWORK
Week ending March 24th
Dear Parent,
The following words are from the national curriculum word lists for years 5 and 6. They are listed in
alphabetical order and not level of difficulty and do not follow a particular spelling rule or pattern.
Please help your child become familiar with their spelling. Read the words together, point out any
unusual sounds or letter patterns; discuss the meaning of the words.
Use the first column to copy the given word. Fold the sheet and see if your child can remember how to
spell the word without looking. Use the third column to correct any mistakes or to test the words again.
Word List 5:2
Practise 1
(copy into space)
Practise 2
(fold and write)
Can spell word
(check and correct)
Practice 1
Practice 2
Spell
available
average
awkward
bargain
bruise
Word List 5:2
category
cemetery
committee
communicate
community
Choose the words from above to match the definitions or (synonyms) below. Use a dictionary if it helps.
1. Where people are buried:
_______________________________
(graveyard)
2. The usual or typical:
_______________________________
(normal)
3. Share information with others:
_______________________________
(talk)
4. Something bought cheaply:
_______________________________
(agreement)
5. Difficult to use or handle:
_______________________________
(clumsy)
HOMEWORK
Week ending March 31st
‘ei’, ‘eigh’, ‘ey’ sounding ‘a’
 Vowels are the letters ‘a’, ‘e’, ‘i’, ‘o’, ‘u’, all other letters are consonants.
 Vowels can make a short sound (‘a’ as in ‘tap’) or a long sound (‘a’ as in ‘tape’).
 Other letters can combine to make a long ‘a’ (ay) sound in some words.
 There are no easy rules and the words must just be learnt.
Copy each word, then try to write it without copying. Use the final column to correct any mistakes or to test each
group of words.
(list 3:13)
Spelling tip:
Practise 1
Practise 2
Can spell word
(copy into space)
(fold and hide)
(check and correct)
In some words ‘ei’ together make a long ‘a’ sound (ay). There are not many of these words.
vein
veil
feign
reign
foreign
Spelling tip:
In some words ‘eigh’ together make a long ‘a’ sound (ay).
weigh
weight
sleigh
freight
neighbour
Spelling tip:
grey
prey
they
obey
survey
In some words ‘ey’ together make a long ‘a’ sound (ay). There are not many of these words.
Week ending April 7th
Name: _________________________________ Date: _______________
Dear Parent,
The following words are from the national curriculum word lists for years 5 and 6. They are listed in
alphabetical order and not level of difficulty and do not follow a particular spelling rule or pattern.
Please help your child become familiar with their spelling. Read the words together, point out any
unusual sounds or letter patterns; discuss the meaning of the words.
Use the first column to copy the given word. Fold the sheet and see if your child can remember how to
spell the word without looking. Use the third column to correct any mistakes or to test the words again.
Word List 5:3
Practise 1
(copy into space)
Practise 2
(fold and write)
Can spell word
(check and correct)
Practice 1
Practice 2
Spell
competition
conscience
conscious
controversy
convenience
Word List 5:3
correspond
criticise
curiosity
definite
desperate
Choose the words from above to match the definitions or (synonyms) below. Use a dictionary if it helps.
1. Knowing what’s right and wrong: _______________________________
(morality)
2. Wanting to know:
_______________________________
(interest)
3. Known for certain:
_______________________________
(sure)
4. Alert and awake:
_______________________________
(aware)
5. Argument or dispute:
_______________________________
(disagreement)