﻿Hello and welcome to today's spelling lesson. My name's Mr. Marsh. Now, before we begin, I want to tell you about a word that I learned this week. I love words. And I learned a new word this week and the word was dilapidated. I saw a house down the street and it looked a little bit run down. It looked a little bit neglected and someone told me, oh, that house is dilapidated. And I thought that's a great word. So there's my word for today. I really enjoyed dilapidated. Okay. So today's lesson is a practise and apply lesson. So in our last lesson, we learnt and investigated about homophones. So if you have not watched that lesson, I'd like you to go and do that for me now. So before we begin today's lesson, I'd like you to make sure that you have a pen or pencil and you have some paper to write on and make sure you've got your brains. Okay. When you're ready. Let's begin. Okay. Before we begin, we're going to just have a quick look in an agenda for today's lesson. So the first thing we're going to do in this lesson is we're going to recap what a homophone is. Then we're going to have a quick look back at the spelling words that we set in the last lesson. And then I'm going to teach you a spelling practise strategy that can help you when you are learning your spellings. And then finally, in this lesson, we're going to do a little test of the spelling words that we set in the last lesson. Okay, great. Let's begin. So if you haven't already make sure you've got pen, pencil, paper, or pad, make sure you've got your brains. If you haven't got those, I would like to pause the video now and get them. okay, great. So we're going to start today's lesson with a quick recap and a recap of what homophone is. So think back to the last lesson and start thinking. Hmm, Mr. Marsh, what was a homophone? Okay. I'm going to try and remind you now. I would like you to say these pairs of homophones after me. Okay. Meet, meat. Your turn. Write, right. Your turn. Now what was a homophone? Well, let's look at meet and meat. What do we remember that meet and meat? Well, they sound the same, but look at their spelling. We've got M-E-E-T and M-E-A-T. So they sound the same. They're spelled differently. And I might meet someone in the park. So there's my verb, to meet to do something. But then I might buy some meat. So that's my noun. My person, place or thing. So a homophone is something that's two words or more words that sound the same, but it's spelled differently and have a different meaning. Okay. Here is another pair of homophones. Break and brake. I want you to look at the images on the screen and try and match the correct spelling of break to the images. Okay. Pause the video now. Fantastic. How did you get on? Well, B-R-E-A-K might refer to a break. So like a holiday that you go on, or it might refer to break times. That's a break between your lessons or it might refer to you breaking something. Now B-R-A-K-E might refer to the brake on your bike or a brake in a car. Fantastic. Let's move on. We're going to now look at the definition of a homophone. Now remember, think back, what have I just said a couple of slides ago. I'm going to give you two options and once I've read those options, I'd like to pause the video and have a think. which is the correct definition of a homophone? Okay. Option one. A homophone is two or more words that sound the same, but have a different meaning and spelling, or is it option two. Option two. A group of letters at the end of a word that change its meaning. Okay. Pause the video and have a think on which one you think is the correct answer? Okay. How did you get on? Well, let's have a look. The correct answer is option one, A homophone is two or more words that sound the same, but have a different meaning and spelling. Okay. So we've recapped homophone. Let's have a recap of the spelling words from our... that we set in the last lesson. So here are the words and then we'll do my turn, your turn. So, allowed, aloud. Your turn. Descent, dissent. Your turn. Heard, herd. Your turn. Draught, draught. Your turn. Stationery, stationary. Your turn. Okay. Those were all words from the last lesson. Now you may, these images may look familiar to you. I want you to try match the correct homophone to the correct image. So here are two images. Here are homophones allowed, aloud. I would like you to pause the video and try and match the homophone to the image. Okay. Pause now. Great. Let's have a look. So the first image, remember one of the things I told you last time it's got that word loud hidden in there. So you can see the man is saying something aloud and we have allowed. You're allowed to do something. You're allowed to go to the park. You're allowed to go to the shop. So there's that verb allowed. Okay. Our next pair of homophones that we're going to try now and let's put in a sentence. So the teacher read the book aloud and you are not allowed in there. Have a think, pause the video, which homophone goes with which. Okay, off you go. Okay, great. How did you get on. The teacher read the book aloud. They're doing something that you can hear and then you are not allowed. There's our verb. A-L-L-O-W-E-D in there. Okay. Our next pair of homophones descent, dissent. Your turn. Okay. Pause the video. Try and match the correct spelling of descent to the images on this slide. Off you go. Okay, great. Let's see how you got on. So the man holding a placard is for dissent. So he's showing his objection to someone else's view D-I-S-S-E-N-T and then the toddler going down the stairs D-E-S-C-E-N-T. Okay. So here are those two homophones. I want you to try and put them in these sentences for me. It was a slow descent down the mountain and the man showed dissent towards the others. Pause the video now. Okay, great. Let's see how you got on. It was a slow descent. That was the going down the mountain. Okay. And the man showed dissent towards the others. Okay, great. Here's our next pair of homophones. Heard, herd. Your turn. Okay. Two images. We have some cattle and a man listening. So tell me which of those homophones goes with each of these images. Pause the video now. Okay, great. How did you get on? So we had a herd of cattle, H-E-R-D. And we have a man listening, H-E-A-R-D. And remember, good way to remember that you've got E-A-R in the middle of heard. Okay. So there's those two homophones again, herd and heard. Can you put them in these sentences? I heard some interesting news and the elephant herd gathered together. Pause the video now. Okay, great. Let's see how you got on. So I heard H-E-A-R-D some interesting news and I've herd oh sorry. The elephant herd H-E-R-D gathered together. Okay. Our next pair of homophones. Draught and draught. Two images for you. I want to pause the video and match the correct spelling of draught to those images. Off you go. Okay, How did you get on? Well, the first image, The man is drawing a sketch, so he's drafting D-R-A-F-T and then a wind is blowing through the window. A draught is coming through the window. D-R-A-U-G-H-T. Now let's take those two homophones and try and put them in these sentences. A strong draught blew the window open and he wanted to draw a draught before starting. Okay. Pause the video, navigate. Okay, how did you get on? Well, a strong draught. That's referring to the wind coming through the window and then he wanted to draw a draught. So do a preliminary sketch before starting. Excellent. Okay. Our final pair of homophones. Stationery and stationary, two images again. We have some cars and traffic jam, and then we have some things in a pencil case. Pause the video now and match the correct spelling of stationary to each image. Okay, off you go. Okay, great. How did you get on? Cars when they're stationary, is spelt with A-R-Y at the end. And then when you're talking about pencils, pens, paper, we say stationery, when that is E-R-Y at the end. Okay. Final thing with our spelling words from last week. I want you to put this spellings of stationery in the correct sentences. So the man stood stationary at the crossing. He wanted to use his own stationery. Okay. Pause the video, have a go now. Okay, great. How did you get on? So the man stood stationary means he stood still that's with an A at the crossing and he wanted to use his own stationery. So he uses his own pens, pencils that's with an E. Excellent. So we've recapped our spelling words from last week. Now what I want to do is I want to teach you a spelling practise strategy. Now, I think it's excellent to have different practise strategies, 'cause it helps us to learn the words more successfully. And the more strategies we have, the better we become at spelling, because then we can use these strategies when we're struggling to try and find out and work out how we spell a word. Okay. So the spelling practise strategy, we're going to look at this word. Heard here. Now look at the word heard. Now the strategy I'm going to teach you is something called spot a word in a word. Now let's pause for a second. May have already given you a bit of a clue. Here's the word heard? Can you spot a word in the word heard? Hmm. Have you spotted a word? Well, maybe this image, if you haven't spotted it yet, maybe this picture will help you. What's the man doing? Why is he holding his hand? Holding his hand against his ear. So if you're trying to remember how to spell the past tense verb heard. So I heard a noise. Then you've got that word within there, within there to help you. E-A-R gives you a big clue of how to spell heard. Okay. There's another word. Meat. Can you spot a word in this word? We spotted it. Hmm oh, there it is, eat. So that helps me how to know how to spell the correct spelling of meat when I'm talking about what my meat I might buy the butcher 'cause it's got that word eat in it. So my word in a word is eat in meat. Okay. I just sometimes like to, when I'm practising , write that word in a word slightly bigger to help me remember it. So I've actually written the word eat here slightly larger just to help me when I'm writing it down and practising to remember it. Okay. So we've got aloud. Now I put a second one of aloud on my slide, 'cause I want you to try and think. Can you spot a word in this word? Okay. If you haven't already spotted it. Think back to this image. Think about the meaning of the word aloud. And can you then think, Ooh, what words can I see within aloud? Have you spotted it now? Yes. The word loud. So I'm saying something aloud, so I've got that word loud within it. So what I want you to do now using that strategy of spotting a word in a word. I think it would be a good idea to pause the video and you can always come back to it later. If you want to go and do lots of practise and practise using that spelling strategy of a word in a word to practise these spellings from last week's spellings that we set. Okay. So you've got the words heard, aloud and allowed. So pause the video and come back to it later. If you want to go and practise some of these spellings. Okay. Great. Okay. So hopefully now you've had a chance to practise all those spellings that we set in the last lesson, and now we're going to do our spelling test. So what I want you to do, I want to make sure you've got a pen or pencil and some paper. And on your paper I would like you to write the numbers 1 to 10. Okay. So pause the video and do that for me now. Excellent. So hopefully you're ready to start our spelling test. Now we all work at different speeds. So during our spelling test, if you're finding that you think, Oh, Mr. Marsh you're going too fast for me then make sure that you just pause the video and you can always press play. Okay. So pause the video if you need to, as we go through our spelling test. Okay? Fantastic. So we're going to make a start on our test. Now let me explain quickly to you how the test is going to work. I'm going to say the word, and then I'm going to put the word in a sentence 'cause that's particularly important with homophones, because remember they sound the same. So you're going to need to know what the word sounds like in a sentence so it makes sense. Fantastic. Okay. Let's start our test. So our first word is heard. He heard a loud noise. He heard a loud noise. Okay. Our second word is aloud. He shouted it aloud. He shouted it aloud. Okay. Our third word is draught. She drew a a draught. She drew a draught. Okay. Our fourth word is descent. It was a steep descent. It was a steep descent. Okay. Our fifth word is stationary. The car was stationary at the lights. The car was stationary at the lights. Okay. Our sixth word is allowed. You are not allowed to go there. You are not allowed to go there. Okay. Our seventh word is herd. The cattle herd stood in the field. The cattle herd stood in the field. Our eighth word is dissent. The crowd showed dissent. The crowd showed dissent. Okay. Word number nine is draught. A strong draught blew in. A strong draught blew in. And our 10th and final word is stationery. I used my own stationery in school. I used my own stationery in school. Okay. What I want you to do now is before we reveal the answers, I want you to pause the video and then just check through your spelling words. And don't forget maybe you can recall some of those spelling strategies when you're checking. So can you use your spotter word in a word for some of those words, like heard or aloud? So pause the video now and just check your spellings before we go through our answers. Okay, great. Let's see how we got on with our spelling test. So we're going to go through each one, one by one. So I heard, sorry. He heard a loud noise is H-E-A-R-D. H-E-A-R-D. He shouted it aloud is A-L-O-U-D. A-L-O-U-D. She drew a draught. Draught is D-R-A-F-T. D-R-A-F-T. Descent. It was a steep descent. Descent is D-E-S-C-E-N-T. D-E-S-C-E-N-T. Stationary. The car was stationary at the lights. Stationary is S-T-A-T-I-O-N-A-R-Y. Allowed. You are not allowed to go there. Allowed is A-L-L-O-W-E-D. The cattle herd stood in the field. That's herd. Herd is spelled H-E-R-D The crowd showed dissent. Dissent is spelled D-I-S-S-E-N-T. Draught D-R-A-U-G-H-T. A strong draught blew in. And finally we have stationery. I use my own stationery in school and stationery is spelt S-T-A-T-I-O-N-E-R-Y. S-T-A-T-I-O-N-E-R-Y. Now what I want you to do now, I would like to pause the video and the most important thing you can do now is just make a note of any words that potentially you may have made a mistake on and copy down correctly the correct spelling for me. Okay. Pause the video now. Excellent. I wonder how you got on. The most important thing you can do and take away from this is if there's any words that you got wrong during that test. And I would like you to just go away and do a little bit of practise on each of those words that you got wrong, but I'm sure you did brilliantly. So I hope you enjoyed doing the test today. So we're just going to do a quick recap of what we've done in this lesson. We've recapped what a homophone is. We've recapped the spelling words from the last lesson, and we learnt a new spelling practise strategy. So spotting a word in a word. So in future lessons, you can use that strategy when you're practising your spelling words. And then we did our test at the end of the lesson. So congratulations. That's the end of our lesson and you have completed it. It still such a brilliant job. I hope you enjoyed the lesson and I'll see you next time. Goodbye.

In this lesson, we will recap what a homophone is, revisit the 10 spelling words set and learn a spelling practise strategy. The 10 spelling words will also be tested at the end.

English Spelling

Y6 English Spelling

Key Stage 2

Year 6

To practise and apply knowledge of homophones, including test

Homophones

Spelling

THEME

UNIT

To investigate homophones

English

Y6 English

Sherlock Holmes - Mixed outcomes

Writing

To build knowledge of the historical context of the narrative

To explore simple and compound sentences

To generate descriptive vocabulary

To develop a rich understanding of words associated with cities

To develop our knowledge of compound and complex sentences

To write a setting description (Part 1)

To plan a setting description

To write a setting description (Part 2)

To develop understanding of the key characters

To investigate suffixes: Past and present

To explore complex sentences

To write a character description

To develop a rich understanding of words associated with looking or seeing

To explore punctuating speech

To practise and apply knowledge of suffixes: Past and present, including test

To develop our understanding of punctuating speech

To edit

To write a narrative (free write)

To identify the features of a persuasive letter

To investigate suffixes: -er and -est comparative and superlative

To develop our understanding of the context for a persuasive letter

To explore relative clauses

To develop a rich understanding of words associated with sadness and anger

To practise persuasive techniques

To practise and apply knowledge of suffixes: -er and -est comparative and superlative, including test

To write the opening of a persuasive letter

To plan the main body of a persuasive letter

To write the main body of a persuasive letter

Lesson overview:To practise and apply knowledge of homophones, including test

Core Content

Homophones: