Fairlight Primary and Nursery School
Year 5 Spelling
Spelling is a vital skill to practice every day! This page will have resources related to the Year 5 spelling curriculum, to support you with your learning. You have three main things to practice:
- the Year 5 & 6 Statutory Spelling List (and any words from previous year lists that you need to practice).
- spelling rules that we have been learning each week. All the spelling rules for Years 5 and 6 can be seen in the National Curriculum Spelling Document.
- Personal spellings which you have identified to practice and master. You will write some down to take home every week.
Spelling Strategies
As a school, we follow the national guidance to employ synthetic phonics as a primary strategy in your child's formative years, supported with other spelling strategies as they become proficient with the phonemes and their related graphemes in Years 1 and 2. By Year 5, most children will be using a wider range of spelling strategies which will enable them to recall related spellings, recognise word families, tackle tricky non-phonetic words, and to make plausible predictions for new words. Some of the strategies we will practice are listed below:
- synthetic phonics: learning each phoneme and their related graphemes, and making plausible predictions (consolidating Years 1 to 3)
- learning specific words in families related to their correct grapheme and phoneme, e.g. thought, bought, sought, fought; plough, bough; tough, rough, enough
- learning word families by using a root word, suffixes and prefixes, e.g. fine, define, refine, confine, definite, definition, confinement, finite, infinite, infinity, refined, defined
- looking at the etymology of root words, e.g. the meaning of words and their parts in ancient Greek, Latin, Old English, Norse and other world languages.
- finding the definition of new and unfamiliar words.
- Spelling games to aid memory and recall, e.g. rainbow write, blue vowels, pyramid words, word shape, acrostic mnemonics.
- Making our own Personal Spelling Dictionaries.
- Writing sentence using new words.
You can download a set of spelling strategy games similar to the ones we practice with each week in school here: Spelling Strategy Games, more Spelling Strategy Games
| Name | Format | ||
|---|---|---|---|
| Files | |||
| SPELLING YEAR 5 Autumn Term |
Morphology & Etymology
We are learning about morphology (the way words are built from roots, prefixes and suffixes) and etymology (where words come from and their meaning):
|
Spelling Year 5 Week 12 |
Words |
||
|
tele (Greek: far) poly (Greek: many) micro (Greek: small) mega (Greek: big) xylo (Greek: wood) head |
phon (Greek: sound/hear) |
-e -ic -eme -ics -s |
telephone microphone phonics phoneme phonetic polyphonic megaphone xylophone headphones |
|
tele (far) micro (small) |
phon (Greek: sound/hear) graph (Greek: picture/draw) gram (Greek: ‘what is written’) vision (Latin: ‘vide’ to see) scope (Greek: to look out) |
-e -s -es -ic |
telescope telescopic microscope microscopic telegram telegraph television |
|
auto (Greek: by itself) bio (Greek: life/living)
|
graph (picture/draw) mat (Greek: to be able to/to desire) mobile (Greek: to move)
|
-s -ic -eme -ous -y -ally -ical |
autograph biography autobiography automatic automatically automobile grapheme graphics |
Topical Words for War Stories
We found topical words, and Year 5 & 6 list words that we thought might be useful for our war stories. We are choosing 5 to 10 words from these that we think that we might use and want to learn.
|
Topical words for Year 5 War Stories |
|
|
WWI words horse horses trenches barbed wire machine guns gun carriage cavalry artillery shells mortars Sergeant Captain Major Lieutenant Corporal |
Year 5&6 Word List soldiers equipment equipped harness harnessed muscles shoulders physical physically sacrifice sacrificed disaster disastrous despair desperate desperately deter determined determinedly temper temperature |
Year 5&6 Tricky spellings a-c
We practiced some of the tricky spellings on the Year 5 & 6 list beginning with the letters a, b and c.
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|
|
|
achieve achieved achievement amateur ancient available average awkward awkwardly |
bargain bargained bruise bruised bruises (cruise, fruit, suit)
category categorically cemetery cemeteries |
com- and con- words
We looked at words beginning with these Latin prefixes: com- (with/together) and con- (thoroughly/with)
|
com- (‘with’/'together') |
con- (‘thoroughly’/'with') |
|
comma community communal common communicate communication committee committed competition competitive compassion compassionate compose complete completed computer |
contest contested conscious unconscious consider considerate conscience controversy controversial convenient convenience constitution constitutional construct contract conduction conductivity |
Plural word rules
We looked at the rules for plural words, and some irregular plural words that we have encountered.
|
add -s |
add –es (words ending with s sound, sh, ch, ss, zz, o or a split digraph/magic e) |
change y to i and add -es |
change f to v and add es |
do nothing |
change the vowel & spelling |
|
cat cats
|
bush bushes |
bunny bunnies |
wolf wolves |
sheep sheep |
mouse mice |
Homophones
We looked at homophone words that we learnt in Years 3 and 4, and introduced some new ones.
Converting
-ible and -able words
This week, we have been looking at turning nouns into adjectives with the suffixes -ible and -able. The main rule as to which word uses which is whether you can hear the full root word or not. If you can, most use -able; if you can only hear part of the root word, it usually uses -ible. There are exceptions to this rule!
Converting
Silent letter words
This week we have been looking at words with a silent letter, and grouping them into families.
Converting
-ough words
This week we have been looking at words which have the same vowel grapheme -ough, but different sounds for it. We have put them into different groups based upon the phoneme sound that they employ:
Converting
Converting