Spelling: < - i >

 

Spe l l ing: <- i >

Spelling Test
•The children turn to the backs of their books and find the column labelled Spelling Test 29.
• Call out the spelling words learnt last week.

Revision
•Write these words on the board and identify the <cial>

.•
Herd.Jbttd toW., – -•”””‘• •tltr- •

or <tial> spelling of /shul/ in each one: glac ial, faci al, financ ial, essential, initial, potentia
•Ask the class to suggest other words with these spellings, add them to the board and discuss their

Spelling Point

meanings.

• Write the word ski on the board and ask the class what is unusual about this spelling.
•In English, the letter usually found at the end of a word like this is <y> because ‘toughy <y>’ replaces ‘shy <i>’ on the end of words (see page 29, rule f ).
•Ask the children to call out some more examples, write them on the board and discuss what they have in common, apart from the spelling. Explain that these words have usually been borrowed from other languages and absorbed into English.
•Ski comes from Norwegian , for example, and many words are Italian, particularly for food (such as broccoli, spaghetti, salami and pepperoni).
•Other words, like bonsai, origami, tsunami and koi are Japanese, while others are from Arabic (safari ), Tibetan (yeti), Maori (kiwi) and Latin (alibi). The word bikini is named after a Pacific island, deli is short for delicatessen (from German or Dutch) and mini and semi are Latin prefixes that are now used as words in their own right.

Spelling List

I

 

•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.

Activity Page 1
•The children split each spelling word into syllables ( taxli, kiw/i, ski, del / i, ye t/ i, koi, bilkilni, salla / mi, alli/ bi, bonlsai, graf lfi !ti, sa / f alri, spalghet l ti, broc/ co/ li, olrilgalmi, tsulnalmi, pep lper / o/ ni, pa!palraz lzi).
•They then write the meaning for each of the numbered spelling words, using a dictionary if they are unsure of any words.

Activity Page 2
•The children identify the adverbs and decide what type they are Uust [degree], there [place], outside [place], later [time], really [degree], tomorrow [time], nervously [manner], always [frequency], cheekily [manner], frequently [frequency]).

•Go through the list, identify the syllables in each word and discuss the meaning of any unfamiliar words.

taxi kiwi ski

•Then they parse the sentence and complete the wall.
•Extremely is an adverb describing the adjective
expensive and should be written below it on the wall.

•Ask the class to find and highlight each <-i> spelling.

deli yeti

The local deli sells e” r 11′ Top: deli – sells – salami

‘-‘” expensive salami.

•Point out the <i> saying /ee/ in k iwi, bikini and graffiti, the <k> in koi and bikini, the <a> saying /ar/ in salami, origami and tsunami,the schwas(as in salami and graf fiti ), the double consonants in graffit i, spaghetti, broccoli, pepperoni and paparazzi, the silent letters in spaghetti and tsunami (and the <U> saying loo/) and the long vowel sound in pepperoni.
•Point out that the final <i> does not always say its sound; in koi and bonsai it is part of a digraph making the /oil and /ie/ sounds, respectively, and in alibi it makes the lie/ sound.

94

koi bikini salami alibi bonsai graffiti safari
spaghetti broccoli origami tsunami pepperom paparazzi

Bottom: The local – (blank) – expensive/ extremely
Verb: transitive.

Dictation
•Dictate the following sentences:

1. The film star took a taxi to avoid the paparazzi.
2. The visitors were captivated by the Japanese bonsai trees.
3. ”Would you like pepperoni pizza or spaghetti tonight?” asked Dad.

•Remind the class to use speech marks with the correct punctuation in sentence 3. Japanese and Dad are proper nouns and need capital letters.