Take Cover Words project overview

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Teacher sheet 5
Learning objective To understand the relationships between words and begin to use this understanding to approach new words. Resources required
Lesson guidance Starter
Extension activities / notes for gifted and talented students
Display your A3 sheets so that the rest of the class can see your web and the definition of the words/roots. Round it off with this Applying word families to new words
Teacher sheet 6
Notes for SEN students It would be useful to group less confident students with more confident students. Extension activities / notes for gifted and talented students
Student instructions 6
Your main task! You are going to create some resources to help younger children learn about all these aspects.

Extension

If you are sure that you know the difference between all of the examples above, use a dictionary to come up with five even more challenging sets of homonyms, e.g. carat/caret/carrot or precedence/precedents/presidents!

For each of the tricky pairs/groups of homonyms you have identified, create a mnemonic to help you remember which word is which, like this:

Bears have ears and are always bare.

Round it off with this
Share a mnemonic device with a friend, and write a sample sentence based on their mnemonic device in your exercise book.
Teacher sheet
5 Word webs

Teacher input required	Medium/high
Framework substrand	9.3 reviewing spelling and increasing knowledge of word derivations, patterns and families
National Curriculum ref.	2.3w spell correctly, increasing their knowledge of regular patterns of spelling, word families, roots of words and derivations, including prefixes, suffixes and inflections

Learning objective
To understand the relationships between words and begin to use this understanding to approach new words.
Resources required
Student instructions, exercise books or paper, dictionaries (that include etymological references), A3 paper, Blu-Tack to display word webs.
Lesson guidance

Starter – students group words in any way they wish: some will try and group words by beginnings and others by endings. You may want to revise the terms prefixes, suffixes and roots at this point. (5 mins)

Development – students create a word web on white A3. They should then break the word down into its root and prefix and/or suffix and go onto define word/root at the centre of their web. (The meaning of ‘tele’ in the example on the student sheet is ‘far’. Use dictionaries to confirm.) (15 mins)
Students then extend their web, as directed, before displaying their webs – Blu-Tack to the board. (15 mins)

Plenary – students create their own imaginary words and a few are shared with the rest of the class and other students guess the meanings. (15 mins)

Notes for SEN students
Plenary: some students may find it hard to create their own words. It might be easier to create them as a class or in groups, before challenging students to create one on their own.
Extension activities / notes for gifted and talented students
Using good etymological dictionaries or the internet, students research words which have various near-synonyms and try to explain the differences between them.

Student instructions
5 Wordwebs
Learning objective
To understand the relationships between words and begin to use this understanding to approach new words.
Success criteria
By the end of the lesson I will have:

completed a word web that shows the connections between word families and demonstrated that I am able to explain these connections
invented new words, based on what I have learnt about the meanings of prefixes, roots and suffixes.

Warm up
Look at the words listed below. In your exercise book, try to put the words into groups by their similarities. You can use each word more than once if you need to.

telephone	phonics	television	revision
revisit	visitor	doctor	doctrine

Compare your groupings with a friend. What features did you use to group your words?

Your main task!

In pairs, choose one of your selected groups.

Write the part of the words that they share in the centre of a piece of A3 paper.

Now add as many words as you can that include that part around it. Use some of the words in the box below to start you off, then use a dictionary to find more!

e
telephone

television
.g.

telegraph

teleport

telephone	phonics	television	revision
revisit	visitor	doctor	doctrine
patron	patronise	suspect	suspicious
delicious	super	superstitious	supersede

Can you work out the meaning of the word/root in the middle of your web? Use a dictionary to check! Write the definition below it.

Now break down each of the other words in the web into their roots, prefix and/or suffix, like this:

un | faith | ful

Finally, extend your web by linking each of the words to another word that shares a link with another word (e.g. telephone > phonetic; teleport > portable). Is the link in the same root, prefix of suffix position as the original word?

Display your A3 sheets so that the rest of the class can see your web and the definition of the words/roots.
Round it off with this
Applying word families to new words
Look at the fictional words below. Can you work out what they might mean by using your understanding of prefixes, roots and suffixes as they appear in other words? In your exercise book, split each word into its parts (as above) and write the possible definition:

phonor

televisit

resuspect

rephone

redicious

Now invent a few words of your own, using some of the prefixes, roots and suffixes from your web. Share a few as a class and have a go at guessing the possible meanings.

Optional homework
Create ten further new words, using a combination of the prefixes, roots and suffixes that you have learnt about. For each word, write a definition and a sentence that shows it in use!
Extra challenge

Consider and research how shades of meaning have developed due to the huge range of influences on our language (especially Norse, French, Latin etc.) and how these have created subtle meaning and richness in the English language. For example, we have several words for ‘wet’ (moist, damp, permeable, sodden, soaked, etc.) unlike French or German.

Make two or three lists of words on a subject that you are interested in, look them up in an etymological dictionary or on the internet, then try to explain the difference between the words in their lists, thinking beyond the structure to the different nuances the words convey.
Words to do with the weather might be a good place to start if you are stuck.

Teacher sheet
6 Pass it on (N.B. up to three lessons may be needed)

Teacher input required	Low
Framework substrand	9.3 reviewing spelling and increasing knowledge of word derivations, patterns and families 8.6 developing and using editing and proofreading skills on paper and on screen
National Curriculum ref.	2.3w spell correctly, increasing their knowledge of regular patterns of spelling, word families, roots of words and derivations, including prefixes, suffixes and inflections 2.3p present material clearly, using appropriate layout, illustrations and organisation

Learning objective
To demonstrate increased understanding of spelling, word families, roots and derivations.
Resources required
Student instructions, paper, coloured pens, PowerPoint or desk-top publishing package/Teachit’s Publisher (optional).
Outline lesson guidance

This activity could run for up to three (consecutive) lessons, plus homework (optional).

Students are asked to prepare learning resources to teach younger children about elements of the word work that they have undertaken over the past five lessons. Depending on the age group of the class, these ‘younger children’ could be in a lower year group in the school, or KS2 children in a partner primary school: it would be helpful if a year group could be nominated, to enable the class to prepare resources appropriate for their target audience.

Students may work individually, in pairs or in small groups (four max recommended), dependent on the time available. They must plan their project carefully to ensure that the work is completed, to as high a standard as possible, in the time available.

Notes for SEN students
It would be useful to group less confident students with more confident students.
Extension activities / notes for gifted and talented students
Able students might be able to prepare resources on more than one aspect, perhaps creating a series of resources.

Student instructions
6 Pass it on
Learning objective
To demonstrate your increased understanding of spelling, word families, roots and derivations
Success criteria
By the end of the project I will have:

devised resources for younger children to help them learn about spelling, word families, roots and definitions.

Warm up
Look back over your recent work on spelling, word families, roots and derivations. Choose a topic that you feel would be interesting and useful for younger children.

Your main task!
You are going to create some resources to help younger children learn about all these aspects.

You need to make the resources as clear as you can, to ensure that the children will understand what you want them to learn.
You need to check them through carefully, to ensure that they are accurate.
The resource should include an explanation, examples and activities for the children to complete.
You also need to make them as fun and interesting as possible, to encourage the children to do them!
You need to make them look as professional as possible.

Some ideas …

Decide on the format of your resources. Will you create worksheets, a leaflet, a PowerPoint presentation – or something completely different?
Maybe you could use some of your favourite cartoon characters to help get the message across – how about Dennis the Menace getting to the (word) roots of a problem?
Alternatively, you could invent some new cartoon characters – perhaps the Wacky Words family, with your friends Hugh (or Hue!) Homophone and Patrick Prefix!
Make sure that you give clear explanations and use examples to illustrate the points you are making. You might choose to do this through a comic strip approach, or by building up layers of information on a PowerPoint slide.

You will need to be organised! The resource needs to be completed by the deadline your teacher gives you, so make sure that you plan carefully and realistically.

Round it off with this
Share your work with your class, on the school website or – ideally! – with a class of younger children. Was your work successful? What worked well? What might you develop if you were able to redo the activity?
Extra challenge

Homework – you may need to continue to work on your resources at home, dependent on the time you are allocated to work on this at school. Homework – you may need to continue to work on your resources at home, dependent on the time you are allocated to work on this at school.

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