Spelling:

Spel l ing: <t ial >

Spelling Test
• The children turn to the backs of their books and find the column labelled Spelling Test 28.
•Call out the spelling words learnt last week.

Revision
•Write these words on the board and identify the <cial> or <sial> spelling of /shul/ in each one: special, crucial, offici al, artifici al, beneficial , controversial.
•Ask the class to suggest other words with these spellings, add them to the board and discuss their meanings.

Spelling Point
•Revise the suffix <-ial>, which is found in adjectives and is often preceded by the letter <c>, usually when the letter before it is a vowel (as in social).
•Another letter that often precedes this suffix is <t> (as in essential and torrential) and the <tial> spelling usually occurs when the letter before it is a consonant.
• The main exceptions to this are initial, palatial and
spatial , which all appear in the spelling list.
•Like <cial>, the <tial> spelling sounds something like
/shul/, only this time it is the letters <ti> making the
/sh/ sound.
•It appears in adjectives that describe something as relating to or having the qualities of the root (word) (so an influential person has a lot of influence and a president is chosen in a presidential election).
•Look at some more spelling words and identify the root word where possible.

Spelling List

Activity Page 1
•The children split each spelling word into syllables (eslsen!tial , polten!tial , i!niltial, par ltial, marl tial, im/ par / tial, sub!stan / tial, conlfilden / tial, pres!i / den!tial , res!i!den!tial , pa!la!tial, tor!ren/ tial, spa!tial , in!flu!en!tial , se / quen!tial , pref / er/ en/ tial, in!sublstan/ tial, inlcon!se/ quen/ tial).
• They then unscramble the letters in the palaces and add them to <tial> to make some of the spelling words ( martial , potential , impartial, essential , residential , palatial , torrential , confidential , preferential , sequential , influential ).

Activity Page 2
•The children add <cial>, <sial> or <tial> to each word root.
•They then write the adverb for each one (of ficially, essentially, potentiall y, controversially, confidentially,

•Go through the list, identify the syllables in each word and discuss the meaning of any unfamiliar words.
•Ask the class to find and highlight each <tial> spelling.
•Point out other spelling features, such as the double consonants in essential and torrential, the <e> saying /ii in essential , sequential and inconsequential, the schwas in potential , substantial, palatial , torrential , preferential , and insubstantial , the prefixes <im-> and <in-> meaning not in impartial, influential, insubstantial and inconsequential , the <s> saying /z/

essential potential initial partial martial impartial substantial confidential presidential residential palatial torrential spatial influential sequential preferential
insubstantial

substantially, socially, partially , crucially).
•Then they parse the sentence and complete the wall.
•Quickly is an adverb made by adding <-ly> to an adjective and it is modified by the adverb really.
The torrential rain drenched the crowd realh qtnckly. Top: rain – drenched – crowd
Bottom: The torrential – quickly / really – the
Verb: transitive

Dictation
•Dictate the following sentences:

1. The crucial documents were strictly confidential.
2. There will be a residential summer school at the college.
3. The dietician declared, “A balanced diet is essential for everyone.”

in presidential and residential and inconsequential the <a> saying its long vowel sound
in palatial and spatial.
•It is a good idea to blend and sound out the spelling words quickly every day with the children, using the ‘say it as it sounds’ strategy where appropriate, or you could break down the words into root (word) and suffix.

•Remind them to use speech marks with the correct punctuation in sentence 3.