TARGET YOUR
SPELLING!
PART TWO
NAME :
..................................
FORM :
..........
START DATE: …../…../.….
FINISH DATE: …../…../.….
SPELLING PROGRAMME - PART 2
Record sheet (Part Two)
Student information:
Target
Date
Comments
1.Short vowels
2.Consonant clusters (start)
3.Consonant clusters (end)
4.-ff, -ll, -ss, -zz
5.Apostrophes- contractions
6.Consonant phonemes ‘ch’,’sh’,’th’
7.Consonant phonemes ‘wh’, ‘tch’
8.Apostrophes-possession
9. Consonant phoneme ‘ck’
10. ‘ar‘,er’,‘or’(vowel phonemes)
11. Tricky ‘w’
12. Magic ‘e’
13. ‘ee’, ‘ea’ – long ‘e’
14. ‘ai’, ‘ay’ – long ‘a’
15. ‘oa’, ‘ow’ – long ‘o’
16. ‘oo’, ‘ew’ – long ‘u’
17. ‘igh’, ‘y’ - long ‘i’
18. ‘ie’, ‘oe’, ‘ue’ ; ‘ir’, ‘ur’
19. ‘ou’, ‘ow’ ; ‘au’, ‘aw’
20. ‘oi’, ‘oy’
Student’s comment:
Teacher’s comment:
2
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SPELLING PROGRAMME - PART 2
Spelling Strategies (A)
1.
Say the names
of the letters
Write out the word, then:-
LOOK and SAY
COVER
VISUALISE and SAY
WRITE and CHECK.
2.
See the notes on
this in Spelling
Strategies (B)
Invent a mnemonic for all or part of the word, e.g.
people
people eat oranges people like eggs
because big elephants cry and upset small elephants
beautiful big elephants are ugly
3.
See a small word in a longer word, e.g.
Hear
Leicester you are young
4.
Make the word into a picture, e.g.
5.
Deliberately mispronounce the word, e.g.
Wed-nes-day
6.
Feb-ru-ary
fri-end
hos-pit-al
dis-in-fect-ant
Make several tries in rough until the word looks right, e.g.
becose
9.
musician – music
Sound out the syllables, e.g.
Yes-ter-day
8.
no-thing
Look for the root of the word, e.g.
knowledge - know
7.
cap-a-city
becase
becouse
because
Use a dictionary you are familiar with. It is a good idea to use your
own dictionary and keep it in your school bag.
3
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SPELLING PROGRAMME - PART 2
Spelling Strategies (B):
Using your senses (multisensory methods)
Most spelling strategies use your sense of vision (sight). However,
some people learn as well or even better using other senses. You can
even try using more than one sense at once (e.g. vision and hearing).
Below are some ideas for learning spellings that use different
senses. Try them out and see which work well for you!
Auditory (hearing)
Visualise and Say
Spell the word by saying the
names of the letters to a
rhythm or tune of a song or
even as a rap.
Imagine a blank screen in your
mind in your chosen colour
(e.g. blue) - you may need to
close your eyes. Now imagine
that you are writing the word
on the screen in a contrasting
colour (e.g. yellow).
Try to visualise the letters
being written on your screen in
cursive (joined up) writing.
Say the names of the letters
as you write them.
Kinaesthetic (touch)
Close your eyes to block out
your visual sense and write the
letters with your fingertips
onto a textured surface (like a
carpet, woollen surface, felt
etc). Write using cursive
(joined) writing.
Experiment with different
colours to see which works
best for you.
You can add your sense of
hearing (auditory) by saying the
names of the letters as you
write.
What different senses do you use
when you do the following?
Look,
Say,
Cover,
Visualise and say,
Write,
Check
Visual (sight)
Make flashcards.
Use coloured pens and add pictures.
Try using Spelling Sheet 2 at the
back of this booklet.
Try using Spelling Sheet 1 at the
back of this booklet.
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SPELLING PROGRAMME - PART 2
Revision
1.
Fill in the form below:-
Family name (surname)
First name(s)
Address
Signature
2.
Say these vowel sounds:-
u
e
a
o
i
Remember the sounds by thinking of a picture for each vowel (e.g. apple,
elephant, insect, orange and umbrella), or by remembering this sentence:an elephant in orange underpants!
3.
Write the numbers 1 to 10 in words below:-
1
3
5
7
9
2
4
6
8
10
4.
Write the days of the week below:-
………………..
………………..
5.
………………..
………………..
………………..
………………..
………………..
Spell these frequently used words:said
with
about
because
first
many
right
these
when
where
again
could
far
any
does
goes
know
hurt
people
please
never
round
together
write
Did you have a problem with any of these questions? If so, review Part One.
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SPELLING PROGRAMME - PART 2
Target 1:
Words with short vowel sounds
Spell these words:-
a
e
i
o
u
bad
ram
fat
jam
bed
pen
hem
yet
fin
lid
bit
wig
hop
fog
lot
box
cup
nut
sum
bug
Now try these:put
pit
pat
pet
pot
net
nut
not
sat
sit
bug
beg
bag
big
bog
map
mop
tap
tip
top
As you can see it is very important to use the correct vowel!
Look at the diagram below. How many words can you make in 2 minutes?
a
l
t
e
i
b
p
o
m
lap
u
d
lad
Below 10 – try again!
10 to 15 – Good try!
6
More than 15 – Expert!
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SPELLING PROGRAMME - PART 2
Target 2:
Consonant clusters at the beginning of words
Sound out these consonant clusters:br
bl
st
dr
cl
sw
fr
sl
sp
gr
fl
sn
pr
gl
sc
cr
pl
sk
tr
tw
sm
Now try these:scr
spl
str
spr
squ
Spell these words:drum
frog
grab
crib
clap
flip
swim
stop
twin
snap
plot
skip
pram
slow
trip
blot
scrap
splat
strip
squat
Which three words in the box rhyme with hip?
………………………………
…………………………………
……………………………
Which three words in the box rhyme with slap?
………………………………
…………………………………
……………………………
How many words of four letters or more can you make using these letters?
a
s
Less than 5 = try again
l
i
p
o
6 or 7 = quite good
7
r
8 o r 9 = good
d
t
10 or more = excellent
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SPELLING PROGRAMME - PART 2
Target 3:
Consonant clusters at the end of a word
Sound out these consonant clusters:nd
sp
ld
ct
lk
ft
nk
lt
sk
nt
lp
st
mp
xt
Spell these words:hand
milk
task
help
bump
pulp
left
belt
lent
lost
next
risk
soft
link
rust
fact
sulk
melt
held
apart
Now try these:clasp
scrub
clump
spring
swing
grand
plant
twist
string
squint
frost
blunt
stamp
blink
respect
first
Use these consonant blends to complete the words below:-
tw
pl
__u__
sp
rt
__i__
8
mp
st
__o__
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SPELLING PROGRAMME - PART 2
Target 4:
Words ending in –ff, -ll, -ss and -zz
cuff
pull
full
kiss
huff
miss
boss
mess
dull
moss
skull
stuff
cross
stress
sniff
cliff
frill
gloss
shrill
buzz
press
impress
thrill
fizz
brass
Adding -ed and -ing.
-ed
huff + ed
huffed
map + p + ed
mapped
pull
........................
jam
..........................
buzz
.........................
chat
..........................
miss
.........................
zip
...........................
link
.........................
sort
...........................
-ing
land + ing
landing
kid + d + ing
kidding
fill
........................
jam
...........................
swim
........................
part
...........................
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SPELLING PROGRAMME - PART 2
Target 5:
’’’’’’’ Apostrophes – Rule 1 ’’’’’’’
Apostrophes are used above words to show where a letter or
letters are missing.
Remove the letter or letters.
Put in the apostrophe.
Squash the words together.
I am ……..
I
’m ……..
I’m
Complete this table:long form
I will
they are
missing letter(s)
shortened form
i
wi
he’s
we’re
she will
o
do not
should have
haven’t
doesn’t
ha
could’ve
might’ve
how is
must not
I would
were not
o
woul
i
o
I’d
who's
Words shortened in this way are called contractions. Contractions
are only used when writing to friends and when writing speech.
Always write the words in full at other times.
Learn these:- cannot = can’t
10
will not = won’t
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SPELLING PROGRAMME - PART 2
Target 6:
‘ch’, ‘sh’ and ‘th’
Spell these words:-
ch
sh
th
chip punch
chat chop
much march
rich chest
ship wish
shop blush
shin crash
brush flash
thin thud
thump thorn
bath both
with cloth
ch\sh\th
chunk
chart
squelch
thirst
shrink
squash
splash
slush
thrush
thrust
froth
sharp
Revision Dictation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The frog jumped into the pond with a splash.
Stop or you may trip over the bench!
Put the brush in the shed.
There is a sharp thorn on the branch.
The cloth is soft and damp.
I fell and now have a lump on my shin.
He spent all of his cash.
Pull out the bath plug.
The thrush sings a shrill song.
The chart will help you to plan your trip.
How many did you get
right?
……… out of
10
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SPELLING PROGRAMME - PART 2
Target 7:
‘wh’ and ‘tch’
‘wh’ words
what
when
where
whose
Some more ‘wh’ words:-
which
who
why
?
‘Question’ words
wheel
white
whisk
whisper
while
whirl
‘tch’ words
-tch
catch
hatch
sketch
match
patch
stitch
Now try these words:-
watch
thatch
scratch
kitchen
fetch
witch
stretch
ketchup
butcher
Numbers revision: Complete the tables below.
1
2
one
3
4
5
three
second
4th
11
12
13
14
15
16
17
18
19
20
6
7
8
9
10
sixth
8th
nine
12th
fourteenth
sixteen
seventeen
16th
17th
sixteenth
19th
12
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SPELLING PROGRAMME - PART 2
Target 8 :
’’’’’’’’ Apostrophes – Rule 2 ’’’’’’’’
Apostrophes are also used to show that something belongs to
someone or something. The apostrophe points to the owner.
The cat’s tail
The dog’s kennel
The teacher’s book
BUT:- When there is more than one owner, you put
the apostrophe after the s.
The boys’ game
The dogs’ tails
The goats’ field
Add the missing apostrophes to this passage:It was a sunny day, so we put the childrens fishing gear
in Sams car and drove down to the river. We took the
dogs collars because the river was next to the sheeps
field. Sams daughters, Sharon and Pam, arrived and
came with us. We all caught several fish but Sharons
fish were the biggest.
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SPELLING PROGRAMME - PART 2
Target 9:
Words ending in –ck
-ck
back
clock
attack
peck
neck
truck
lick
duck
stuck
Now try these:chick
chicken
rock
rocket
sock
check
thick
tick
buck
luck
shock
quick
ticket
bucket
Revision quiz:Each answer is a word in which th, ch, sh or tch occurs.
1.
Treasure may be kept in this.
(ch) ................................
2.
Found on a rose bush and can hurt you. (th) ................................
3.
3rd.
(th) ................................
4.
Boxers do this.
(ch) ................................
5.
Not fat.
(th) ................................
6.
Part of your leg.
(sh) ................................
7.
Tomato sauce
(tch)................................
8.
You do this with an axe.
(ch) ................................
9.
Comes after lightning.
(th) ................................
10.
You cook in this room.
(tch)................................
11.
It has taps and a plug.
(th) ................................
12.
You do this when you are cold.
(sh) ................................
Score = ……………… out of 12
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SPELLING PROGRAMME - PART 2
Target 10: Words with –ar, -er and –or (Vowel phonemes)
Spell these words:-
ar
er
far
scar
harm
march
smart
garden
farm
scarf
charm
mark
sharp
carpet
or
her
stern
verb
sister
letter
winter
herd
fern
herb
silver
butter
clever
Complete these sentences:-
Someone who sings is a
Someone who thinks is a
Someone who fights is a
Someone who paints is a
Someone who bakes is a
sort
port
short
fork
north
horse
born
corn
sport
form
corner
storm
singer
…………………………….
…………………………….
…………………………….
…………………………….
Using "Of" and "Have"
Of and have may seem alike, but they have different meanings.
Here are some ways to use of:A piece of the cake.
Of course I will go!
Here are some ways to use have:I have three cats.
You could have been there.
Fill in the blanks:-
1.
John would ……………. done that.
2.
Any one …….…… the people here could …………. taken it.
3.
He should …………… stayed longer, ………….. course.
COULD HAVE / WOULD HAVE / SHOULD HAVE
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SPELLING PROGRAMME - PART 2
Target 11:
The Tricky ‘w’
Spell these words:-
‘a’ after ‘w’ saying short vowel ‘o’
want
swat
wash
swan
‘ar’
war
ward
swap
wand
after ‘w’ and ‘qu’ saying ‘or’
towards
reward
‘or’
work
worth
wasp
wander
warm
swarm
warn
quarter
after ‘w’ saying ‘er’
world
worthless
worm
worship
word
worse
Dictation:1.
2.
3.
4.
5.
I saw a swarm of wasps in the garden.
The war caused a lot of harm.
He marched towards the farm.
Finding my swan is worth a reward.
I wandered around the world.
Target words to learn:January
February
March
May
June
16
April
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SPELLING PROGRAMME - PART 2
Target 12:
Magic ‘e’
(Long vowels)
Magic "e" gives a vowel its alphabet name
(long vowel sound), e.g.
hat
cut
cod
pip
pet
hate
cute
code
pipe
Pete
Spell the words below.
Now underline the words that contain a magic "e":scrap
bit
strode
alone
rid
trap
din
game
quit
scrape
bite
tubs
alive
ride
snake
dine
complete
quite
rod
scar
tubes
shine
pride
outside
eve
athlete
spin
rode
scare
perfume
shin
escape
excuse
evening
telescope
spine
Write these sentences:She slid down the slide.
Did you tap the tape?
I can walk with a cane.
Sid sat on the left-hand side.
She gave the cat a huge hug.
He was quite glad that he quit.
Target words to learn:July
August
September
November
December
17
October
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SPELLING PROGRAMME - PART 2
Target 13: Words with ‘ee’ and ‘ea’ (long ‘e’ sound)
‘ee’ and ‘ea’ have a long ‘e’ sound (e’s alphabet name).
Unfortunately there are no guidelines as to which to use, so
you must learn the ones you use regularly.
ee
ea
tree
see
keep
agree
sweet
speed
teeth
seventeen
sheet
queen
free
green
deep
meet
street
steel
sixteen
asleep
greet
speech
sea
dream
meat
please
clear
year
cream
cheat
teach
reach
read
steal
east
leave
near
hear
dream
steam
treat
reason
TIP –try writing the word with both spellings to see
which ‘looks right’
Tricky ones!
wheel
wheat
coffee
beneath
proceed
repeat
increase
disappear
steel or steal / meet or meat?
Put the correct word in these sentences.
He tried to ___________ the woman’s bag.
The bike was made from _____________.
I will __________ you at 9.00am.
Chicken is my favourite ______________.
18
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SPELLING PROGRAMME - PART 2
Target 14:
Words with ‘ai’ and ‘ay’ (long ‘a’ sound)
ai
ay
paint
waist
train
tail
explain
maid
main
remain
again
against
plain
explain
fair
unfair
maintain
day
may
pay
lay
play
tray
clay
today
dismay
repay
delay
display
betray
spray
holiday
railway
‘ai’ inside the word
‘ay’ at the end of
the word!
Write out the months of the year
1
2
3
4
5
6
7
8
9
10
11
12
19
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SPELLING PROGRAMME - PART 2
Target 15: Words with ‘oa’ and ‘ow’ (long ‘o’ sound)
‘oa’ inside the word,
‘ow’ at the end
-oa
oat
boat
road
loaf
soap
moan
-ow
coat
float
coal
soak
toad
groan
bow
crow
glow
below
row
elbow
blow
flow
know
slow
snow
yellow
Exceptions
These words have ‘ow’ in the middle:-
own
bowl
grown
Add oa or ow below to complete these words:f _ _ m
bel _ _
m _ _ n
elb _ _
Revision: Dictation
1.
2.
3.
4.
5.
6.
7.
8.
The yellow toad floated on the leaf.
I hear there was a plot to poison the Duke.
The noise of the car annoyed the dog.
I saw the lightning last night. It gave me a fright.
I might wear my coat and scarf to walk out in the snow.
I grew the herbs and ferns in the corner of my garden.
Omar’s coat had been left in the men’s changing room.
Please don’t spray paint on my display.
20
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SPELLING PROGRAMME - PART 2
Target 16: Words with ‘oo’ and ‘ew’ (long ‘u’ sound)
‘oo’ inside the word,
‘ew’ at the end
-oo
food
tool
broom
shoot
wood
spoon
-ew
fool
choose
tooth
stood
cartoon
afternoon
new
dew
stew
flew
threw
chew
renew
few
grew
screw
knew
view
‘new and knew’ Put the correct word in the boxes below:1.
I …………….. the way to the shops.
2.
He was proud of his ………………… car.
3.
She ………………… his shoes were ………………….
Some confused words!
These words have a short vowel spelling but a long vowel sound!
blind
mild
bolt
gold
almost
kind
wild
told
golden
post
mind
behind
fold
sold
folk
21
child
hold
both
scold
yolk
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SPELLING PROGRAMME - PART 2
Target 17:
Words with ‘igh’ and ‘y’ (long ‘i’ sound)
‘igh’ in the middle of a word
‘y’ at the end
-igh
bright
light
right
fight
might
sight
Some exceptions:
-y
dry
shy
multiply
flight
night
tight
high
sigh
fly
sky
reply
spy
rely
apply
thigh
K N
B N
R R
I N
F L
I F
G N
H M
T T
W H
K N
A
O
E
I
I
T
I
I
I
I
I
I
D
S
I
G
H
T
G
G
G
G
T
L
A
S
H
H
A
H
H
H
H
L
I
G
H
T
S
T
T
T
T
T
Y
T
H
I
G
H
R
I
G
H
T
Fill in the gaps below to make ‘igh’ words.
Late that n _ _ _ _ we saw a l _ _ _ _. It gave us such
a f_ _ _ _ _ . What a s _ _ _ _
Now try these;
lighten
tighten
22
frighten
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SPELLING PROGRAMME - PART 2
Target 18:
-ie, -oe, -ue
A few long i, long o and long u
words can be made by adding an ‘e’
at the end.
-ie
-oe
-ue
lie
pie
tie
die
toe
hoe
woe
doe
due
true
value
due
-ir and –ur words saying ‘er’
-ir
stir
dirt
girl
firm
swirl
bird
shirt
skirt
first
thirsty
-ur
fur
turn
nurse
curtain
murder
curl
return
curse
urgent
purpose
burn
turf
curve
surprise
further
Unjumble these words (they can all be found in the box above):-
g n t u r e
……………………….
y s t r i t h
……………………….
r i t s k
……………………….
r p s u i e r s
……………………….
23
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SPELLING PROGRAMME - PART 2
Target 19:
-ou, -ow saying ‘aw’; –au, -aw saying ‘or’
‘ou’ and ‘ow’ saying ’aw’
‘ow’ can be inside or at
the end of a word, but
‘ou’ is NEVER at the end
of a word.
-ou
ground
sound
flour
cloud
south
noun
-ow
round
house
hour
shout
mouth
amount
allow
drown
flower
shower
tower
growl
crown
town
power
towel
power
crowd
‘au’ and ‘aw’ saying ‘or’
‘aw’ can be inside or at
the end of a word, but
‘au’ is NEVER at the end
of a word.
-au
-aw
cause
pause
board
broad
sauce
saucer
author
haunt
automatic August
straw
claw
law
yawn
shawl
24
jaw
paw
lawn
dawn
awful
© SSER Ltd
SPELLING PROGRAMME - PART 2
Target 20:
-oi and –oy
Usually ‘oi’ inside the word,
‘oy’ at the end
oi
foil
coin
noise
toilet
oy
soil
point
poison
voice
boy
toy
employ
annoy
joy
enjoy
convoy
destroy
Note: These exceptions have ‘oy’ inside the word.
royal
loyal
oyster
voyage
Complete these sentences by adding "oi" or "oy":-
1.
The R _ _ al Family is called Windsor.
2.
You have a ch _ _ ce of chicken or beef.
3.
The n _ _ se of the dogs barking ann _ _ ed the neighbours.
4.
The b _ _ was disapp _ _ nted when his t_ _ broke.
Try building up these longer words:joy
enjoy
enjoyment
point
appoint
disappointment
25
employ
unemploy
unemployment
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SPELLING PROGRAMME - PART 2
Spelling Sheet 1
WRITE
Copy the word here
Write the word as many times as you need.
CHECK!
COVER, VISUALISE and SAY
Is it correct? If not try again!
LOOK and SAY
If you need more spelling sheets – ask your teacher.
26
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SPELLING PROGRAMME - PART 2
Spelling sheet 2
Use these boxes to record words you need to learn (one word per box).
Use colour and add pictures if you wish.
If you need more spelling sheets – ask your teacher.
27
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