Week
Spelling
rule or
pattern
1
2
3
Adding -pre, dis and un prefix
-a prefix is a syllable that is put in front of a base word. The prefixes ‘un’ and ‘dis’make a
word the opposite of the root word: disagree, incorrect, unkind, unrest.
-the root or base word: the meaning part of a word. They can be used on their own: agree,
correct, act, kind, rest.
-the prefix ‘pre’ is used to show that something has happened previously/before: prehistoric
4
5
Adding -es and ed suffix
-a suffix is a syllable that follows a base
word. It changes the way a word is
used in a sentence from one part of
speech to another.
- adding ‘es’ makes a verb change
tense: touch-touches
-adding ‘ed’ makes a verb change
tense: hop- hopped
6
Homophones
-a homophone is a
word that is
pronounced the
same as another
word, but differs
in meaning:brake/
break
Examples
of words
following
the rule
(useful
exceptions
in
brackets)
prehistoric
preview
prepare
prefix
preheat
prearranged
preassign
predigest
precaution
premature
unstoppable
unbelievable
unrealistic
uncommon
unkind
unfair
unusual
unhappy
untidy
unlucky
disagree
disapprove
disappear
dislike
dishonest
disobey
disconnect
discover
disloyal
disgrace
touches
punches
crashes
matches
fizzes
fusses
crosses
buzzes
stitches
flies
jumped
hopped
circled
popped
flopped
talked
walked
poked
giggled
coated
brake/break
great/grate
eight/ate
sun/son
weight/wait
their/there
Weekly
tricky
words
centre
early
busy
breath
heart
century
eight
caught
centre
early
busy
breath
heart
century
eight
caught
Year 6 Term 2 Spelling objectives and tricky words
Dictations for spelling tests:
Week 1
It would be helpful if you could preheat the oven and prepare the food, as I would like to eat early tonight. If we eat early we could catch the preview at the cinema, which
will be about prehistoric animals. I would like to preassign myself a seat, so that I can sit directly in the centre of the theatre. Precaution must be taken since some scenes
about the dinosaurs may be frightening.
Week 2
Dynamite D’Andrea is an unstoppable superhero. Her unbelievable strength means that she is never unlucky against her enemies. Her super breath has the power to
knock over opponents from over a mile away. She is very busy trying to save the unlucky victims of Crazy Corfield. Crazy Corfield is often unhappy to see Dynamite
D’Andrea because she thinks it is unfair that she has such wonderful powers. However, if she wasn’t so unkind, she could also have super powers.
Week 3
Fantastic Mr. Fox will often disagree with the farmers, who dislike that he steals food from their farms. Mr. Fox was lucky to discover a secret entrance to the farmer’s
cellars. Some may think he is dishonest and a disgrace, but Mr. Fox has a heart. He has stolen enough food to last him a century and can disappear from the farmer’s evil
plan.
Week 4
The bee buzzes and flies around the eight flowers that are in the garden. The boy touches the bee and fusses that it escaped and could not be caught. However, the bee
crashes and the boy punches the air with glee. Thankfully, no one ended up in stitches.
Week 5
I had a very active day yesterday in the town centre. I jumped out of bed early and hopped into the bath. When I got into town I talked with a friend, I popped into
Nandos and I circled the park. I was so tired that when I got home I flopped on to the sofa.
Week 6
The brake on my bike was broken, which caused me to go over a grate and break my arm. At the hospital I had to wait, what felt like a century., but was actually only eight
minutes. They did a great X-ray on their machine and told me to wait over there, while they ate their lunches.
Word
letters
What’s
/syllables tricky?
Strategy
In class
Day 1
Day 2
Day 3
Day 4
Day 5
horrible
terrible
visible
legible
incredible
responsible
impossible
inedible
edible
irreversible
invincible
indestructible
sensible
recommend
relevant
restaurant
LSCWC sheet Y6 Term 2 Week 1 White Group
1) Look at the word and count the number of letters and syllables.
2) Identify the part (s) of the word that is (are) tricky – circle, underline or highlight.
3) Devise a strategy to help learn the word: use a mnemonic (eg Dogs Often Eat Sausages – DOES), look at the word shape - is there a recognisable pattern of
ascenders and decenders like in the word elephant, look at the way the word is built up from prefixes, roots & suffixes ( un –comfort –able or trans – port - ed ) or
use a visual cue e.g.
Here the letter ‘i’ is a person and the ‘r’ is a signpost to over there.
4) Every day, look at the word, say it, then cover, write and check it.
5) Write a sentence for each of your words on the back of the sheet – if you don’t know what a word means, look it up in a dictionary!
Word
letters
What’s
/syllables tricky?
Strategy
In class
Day 1
Day 2
Day 3
Day 4
Day 5
horrible
terrible
visible
legible
incredible
responsible
impossible
inedible
edible
irreversible
sensible
recommend
relevant
restaurant
LSCWC sheet Y6 Term 2 Week 1 Yellow Group
1) Look at the word and count the number of letters and syllables.
2) Identify the part (s) of the word that is (are) tricky – circle, underline or highlight.
3) Devise a strategy to help learn the word: use a mnemonic (eg Dogs Often Eat Sausages – DOES), look at the word shape - is there a recognisable pattern of
ascenders and decenders like in the word elephant, look at the way the word is built up from prefixes, roots & suffixes ( un –comfort –able or trans – port - ed ) or
use a visual cue e.g.
Here the letter ‘i’ is a person and the ‘r’ is a signpost to over there.
4) Every day, look at the word, say it, then cover, write and check it.
5) Write a sentence for each of your words on the back of the sheet – if you don’t know what a word means, look it up in a dictionary!
Word
letters
What’s
/syllables tricky?
Strategy
In class
Day 1
Day 2
Day 3
Day 4
Day 5
adorable
respectable
forgivable
disposable
agreeable
comfortable
enviable
enjoyable
valuable
breakable
reliable
understandable
changeable
considerable
signature
sincere
LSCWC sheet Y6 Term 2 Week 2 White Group
1) Look at the word and count the number of letters and syllables.
2) Identify the part (s) of the word that is (are) tricky – circle, underline or highlight.
3) Devise a strategy to help learn the word: use a mnemonic (eg Dogs Often Eat Sausages – DOES), look at the word shape - is there a recognisable pattern of
ascenders and decenders like in the word elephant, look at the way the word is built up from prefixes, roots & suffixes ( un –comfort –able or trans – port - ed ) or
use a visual cue e.g.
Here the letter ‘i’ is a person and the ‘r’ is a signpost to over there.
4) Every day, look at the word, say it, then cover, write and check it.
5) Write a sentence for each of your words on the back of the sheet – if you don’t know what a word means, look it up in a dictionary!
Word
letters
What’s
/syllables tricky?
Strategy
In class
Day 1
Day 2
Day 3
Day 4
Day 5
adorable
respectable
disposable
comfortable
enviable
enjoyable
valuable
breakable
reliable
understandable
changeable
considerable
signature
sincere
LSCWC sheet Y6 Term 2 Week 2 White Group
1) Look at the word and count the number of letters and syllables.
2) Identify the part (s) of the word that is (are) tricky – circle, underline or highlight.
3) Devise a strategy to help learn the word: use a mnemonic (eg Dogs Often Eat Sausages – DOES), look at the word shape - is there a recognisable pattern of
ascenders and decenders like in the word elephant, look at the way the word is built up from prefixes, roots & suffixes ( un –comfort –able or trans – port - ed ) or
use a visual cue e.g.
Here the letter ‘i’ is a person and the ‘r’ is a signpost to over there.
4) Every day, look at the word, say it, then cover, write and check it.
5) Write a sentence for each of your words on the back of the sheet – if you don’t know what a word means, look it up in a dictionary!
Word
letters
What’s
/syllables tricky?
Strategy
In class
Day 1
Day 2
Day 3
Day 4
Day 5
co-ordinator
re-enter
re-read
co-operation
co-own
pre-existing
pre-empt
pre-eminent
co-existing
de-escalate
immediately
soldier
LSCWC sheet Y6 Term 2 Week 3 White Group
1) Look at the word and count the number of letters and syllables.
2) Identify the part (s) of the word that is (are) tricky – circle, underline or highlight.
3) Devise a strategy to help learn the word: use a mnemonic (eg Dogs Often Eat Sausages – DOES), look at the word shape - is there a recognisable pattern of
ascenders and decenders like in the word elephant, look at the way the word is built up from prefixes, roots & suffixes ( un –comfort –able or trans – port - ed ) or
use a visual cue e.g.
Here the letter ‘i’ is a person and the ‘r’ is a signpost to over there.
4) Every day, look at the word, say it, then cover , write and check it.
5) Write a sentence for each of your words on the back of the sheet – if you don’t know what a word means, look it up in a dictionary!
Word
letters
What’s
/syllables tricky?
Strategy
In class
Day 1
Day 2
Day 3
Day 4
Day 5
co-ordinator
re-enter
re-read
co-operation
co-own
pre-existing
pre-empt
de-escalate
immediately
soldier
LSCWC sheet Y6 Term 2 Week 3 Yellow Group
1) Look at the word and count the number of letters and syllables.
2) Identify the part (s) of the word that is (are) tricky – circle, underline or highlight.
3) Devise a strategy to help learn the word: use a mnemonic (eg Dogs Often Eat Sausages – DOES), look at the word shape - is there a recognisable pattern of
ascenders and decenders like in the word elephant, look at the way the word is built up from prefixes, roots & suffixes ( un –comfort –able or trans – port - ed ) or
use a visual cue e.g.
Here the letter ‘i’ is a person and the ‘r’ is a signpost to over there.
4) Every day, look at the word, say it, then cover , write and check it.
5) Write a sentence for each of your words on the back of the sheet – if you don’t know what a word means, look it up in a dictionary!
Word
letters
What’s
/syllables tricky?
Strategy
In class
Day 1
Day 2
Day 3
Day 4
Day 5
brief
chief
grief
piece
achieved
receive
deceive
ceiling
perceive
relief
believe
retrieve
protein
stomach
sufficient
suggest
LSCWC sheet Y6 Term 2 Week 4 White Group
1) Look at the word and count the number of letters and syllables.
2) Identify the part (s) of the word that is (are) tricky – circle, underline or highlight.
3) Devise a strategy to help learn the word: use a mnemonic (eg Dogs Often Eat Sausages – DOES), look at the word shape - is there a recognisable pattern of
ascenders and decenders like in the word elephant, look at the way the word is built up from prefixes, roots & suffixes ( un –comfort –able or trans – port - ed ) or
use a visual cue e.g.
Here the letter ‘i’ is a person and the ‘r’ is a signpost to over there.
4) Every day, look at the word, say it, then cover , write and check it.
5) Write a sentence for each of your words on the back of the sheet – if you don’t know what a word means, look it up in a dictionary!
Word
letters
What’s
/syllables tricky?
Strategy
In class
Day 1
Day 2
Day 3
Day 4
Day 5
brief
chief
grief
piece
achieved
receive
perceive
relief
believe
retrieve
protein
stomach
sufficient
suggest
LSCWC sheet Y6 Term 2 Week 4 Yellow Group
1) Look at the word and count the number of letters and syllables.
2) Identify the part (s) of the word that is (are) tricky – circle, underline or highlight.
3) Devise a strategy to help learn the word: use a mnemonic (eg Dogs Often Eat Sausages – DOES), look at the word shape - is there a recognisable pattern of
ascenders and decenders like in the word elephant, look at the way the word is built up from prefixes, roots & suffixes ( un –comfort –able or trans – port - ed ) or
use a visual cue e.g.
Here the letter ‘i’ is a person and the ‘r’ is a signpost to over there.
4) Every day, look at the word, say it, then cover , write and check it.
5) Write a sentence for each of your words on the back of the sheet – if you don’t know what a word means, look it up in a dictionary!
Word
letters
What’s
/syllables tricky?
Strategy
In class
Day 1
Day 2
Day 3
Day 4
Day 5
referring
referred
preferring
preferred
transferring
transferred
transference
reference
referee
preference
inference
conference
deference
twelfth
variety
LSCWC sheet Y6 Term 2 Week 5 White Group
1) Look at the word and count the number of letters and syllables.
2) Identify the part (s) of the word that is (are) tricky – circle, underline or highlight.
3) Devise a strategy to help learn the word: use a mnemonic (eg Dogs Often Eat Sausages – DOES), look at the word shape - is there a recognisable pattern of
ascenders and decenders like in the word elephant, look at the way the word is built up from prefixes, roots & suffixes ( un –comfort –able or trans – port - ed ) or
use a visual cue e.g.
Here the letter ‘i’ is a person and the ‘r’ is a signpost to over there.
4) Every day, look at the word, say it, then cover , write and check it.
5) Write a sentence for each of your words on the back of the sheet – if you don’t know what a word means, look it up in a dictionary!
Word
letters
What’s
/syllables tricky?
Strategy
In class
Day 1
Day 2
Day 3
Day 4
Day 5
referring
referred
preferring
preferred
transferred
transference
reference
referee
preference
inference
conference
twelfth
variety
LSCWC sheet Y6 Term 2 Week 5 Yellow Group
1) Look at the word and count the number of letters and syllables.
2) Identify the part (s) of the word that is (are) tricky – circle, underline or highlight.
3) Devise a strategy to help learn the word: use a mnemonic (eg Dogs Often Eat Sausages – DOES), look at the word shape - is there a recognisable pattern of
ascenders and decenders like in the word elephant, look at the way the word is built up from prefixes, roots & suffixes ( un –comfort –able or trans – port - ed ) or
use a visual cue e.g.
Here the letter ‘i’ is a person and the ‘r’ is a signpost to over there.
4) Every day, look at the word, say it, then cover , write and check it.
5) Write a sentence for each of your words on the back of the sheet – if you don’t know what a word means, look it up in a dictionary!
Word
letters
What’s
/syllables tricky?
Strategy
In class
Day 1
Day 2
Day 3
Day 4
Day 5
advice
advise
device
devise
licence
license
practice
practise
prophecy
prophesy
vegetable
vehicle
yacht
LSCWC sheet Y6 Term 2 Week 6 White Group
1) Look at the word and count the number of letters and syllables.
2) Identify the part (s) of the word that is (are) tricky – circle, underline or highlight.
3) Devise a strategy to help learn the word: use a mnemonic (eg Dogs Often Eat Sausages – DOES), look at the word shape - is there a recognisable pattern of
ascenders and decenders like in the word elephant, look at the way the word is built up from prefixes, roots & suffixes ( un –comfort –able or trans – port - ed ) or
use a visual cue e.g.
Here the letter ‘i’ is a person and the ‘r’ is a signpost to over there.
4) Every day, look at the word, say it, then cover , write and check it.
5) Write a sentence for each of your words on the back of the sheet – if you don’t know what a word means, look it up in a dictionary!
Word
letters
What’s
/syllables tricky?
Strategy
In class
Day 1
Day 2
Day 3
Day 4
Day 5
advice
advise
device
devise
licence
license
practice
practise
prophecy
prophesy
vegetable
vehicle
yacht
LSCWC sheet Y6 Term 2 Week 6 Yellow Group
1) Look at the word and count the number of letters and syllables.
2) Identify the part (s) of the word that is (are) tricky – circle, underline or highlight.
3) Devise a strategy to help learn the word: use a mnemonic (eg Dogs Often Eat Sausages – DOES), look at the word shape - is there a recognisable pattern of
ascenders and decenders like in the word elephant, look at the way the word is built up from prefixes, roots & suffixes ( un –comfort –able or trans – port - ed ) or
use a visual cue e.g.
Here the letter ‘i’ is a person and the ‘r’ is a signpost to over there.
4) Every day, look at the word, say it, then cover , write and check it.
5) Write a sentence for each of your words on the back of the sheet – if you don’t know what a word means, look it up in a dictionary!