WEEK 5 AND 6
* Making up tricks (mneumonics) to remember how to spell words
eg would Oh u lucky duck
said silly animals in desert
* Syllables - break a word into syllables first and then stretch into sounds
* The spelling choice used for (mostly one syllable words) words ending with a /c/ sound is
'ck'. duck thick truck sick lock
If there is an ng sound or a long vowel sound, it is usually just a k.
think (but never thingk) week
* Remembering to use 'ed' if it has already happened even when it sounds like a /t/ sound eg jump - jumped not jumpt
Week 3 and 4
Learning the difference between short and long vowel sounds.
We need to know this because the Yr 2's are learning spelling rules.
Spelling Rule 1:
Short vowel and one letter after it...then double the last letter
eg rub rubbing grab grabbed
stop stopping hit hitting
GENERAL INFORMATION
LEARNING WORDS AT HOME - Each work your child will bring home a spelling list with ten highlighted words to learn. We encourage children to use the Look Say Cover Visualise Write Check process to learn words.
In the Say part of the process, the children should say the word, then segment it into sounds while looking at the letters representing each sound. For words with more than one syllable, children should first tap out the syllables and then segment each syllable into sounds,
For example, Year 2 Unit 32 words chop and children
chop (as you say chop, tap thigh once to show this word has one syllable)
Then stretch the syllables into sounds (holding up one finger for each sound) ch-o-p. In this case the word only has the one syllable.
children (tap twice on your thigh to indicate the two syllables in this word) chil / dren chil (one tap) dren (one tap)
Then say and stretch the first syllable chil ch-i-l and then the second dren d-r-e-n (holding up one finger for each sound). In this case the word has two syllables.
LEARNING WORDS AT HOME - Each work your child will bring home a spelling list with ten highlighted words to learn. We encourage children to use the Look Say Cover Visualise Write Check process to learn words.
In the Say part of the process, the children should say the word, then segment it into sounds while looking at the letters representing each sound. For words with more than one syllable, children should first tap out the syllables and then segment each syllable into sounds,
For example, Year 2 Unit 32 words chop and children
chop (as you say chop, tap thigh once to show this word has one syllable)
Then stretch the syllables into sounds (holding up one finger for each sound) ch-o-p. In this case the word only has the one syllable.
children (tap twice on your thigh to indicate the two syllables in this word) chil / dren chil (one tap) dren (one tap)
Then say and stretch the first syllable chil ch-i-l and then the second dren d-r-e-n (holding up one finger for each sound). In this case the word has two syllables.