Teacher highlights the key words that begin with a soft ‘c’ which sounds like an ‘s’. Children list words that have that beginning sound and distinguish whether they begin with a soft ‘c’ or letter ‘s’.
Emphasise also that soft ‘c’ sound spelling is with a ‘c’ and not an ‘s’ and can be in the middle or end of the word e.g. innocent (middle) distance (end)
These words end with the rime ‘tion’ sounding like ‘shon’ . Teacher can ask pupils to suggest other ‘tion’ sounding words and take care to highlight the difference between the same rime sound of ‘tion’ and ‘sion’ words.
As in previous week’s words, teacher highlight the rime sound of ‘tion’ highlighting the sound ‘shon’ . Opportunities can be given to consolidate previous weeks’ words by children suggesting some key words from the previous spelling lesson and adding to those by including some of the words for this week.
Grammar: Useful Teaching Tool = powerpoint below
Highlight when teaching that these words, like the previous words with a ‘shon’ ending using ‘sion’ and ‘tion’, these words also have the same rime sound. However, note that the vowel sound preceding the rime is ‘short’.
As in previous week’s spelling, remind of the ‘i’ before ‘e’ rule except after ‘c’ to illustrate the spelling of these words. Using ‘ei’ after ‘c’ gives an ‘see’ sound. Highlight that the rule doesn’t apply to the word ‘science’ where it has an ‘I’ sound and has an ‘ei’ spelling. This is also the case for ‘conscience’ but the rime is different sounding ‘shence’. It is helpful in the spelling of these more complex words to use syllabification strategies.
Highlight as in related grammar tasks below that ‘ly’ words are ‘adverbs’ and these are created using adjective + adding ‘ly’. (Though not for all adverb – some are irregular e.g. fast)
Grammar: focus on ‘adverbs’ usually having ‘-ly’ ending from the adjective. For example: