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Chesswood Junior School

Chesswood Junior School

Spelling games

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Chesswood SPELLING Games

SPELLING Game - Curriculum Unit
LINK

Click on the class spellings to go to that specific game:

Class and Statutory Spellings Autumn Term

Group 1          Y3          Y4          Y5          Y6

Group 2          Y3          Y4          Y5          Y6

Group 3          Y3          Y4          Y5          Y6

Group 4          Y3          Y4          Y5          Y6

Group 5          Y3          Y4          Y5          Y6

Group 6          Y3          Y4          Y5          Y6

Class and Statutory Spellings Spring Term 1

Group 7          Y3          Y4          Y5          Y6

Group 8          Y3          Y4          Y5          Y6

Group 9          Y3          Y4          Y5          Y6

Group 10          Y3          Y4          Y5          Y6

 
Y3 Class Autumn Group 1

Year 1 recap (ar, ee, ea (/i:/), ea (/ɛ/), er (/ɜ:/); er (/ə/); ir, ur, oo (/u:/), oo (/ʊ/), oa,  oe, ou, ow (/aʊ/), ow (/əʊ/), ue, ew. Very few words end with the letters oo, although the few that do are often words that primary children in year 1 will encounter, for example, zoo. The digraph oa is very rare at the end of an English word. The only common English word  ending in ou is you.)

car, sea, her, start, meat, term, park, read, better, arm, each, under

Y3 Statutory Autumn Group 1

appear, address, arrive, answer, believe, breath, century, describe, knowledge, occasion(ally)

Y3 Class Autumn Group 2

Year 1 recap (ie (/aɪ/), ie (/i:/), igh, or, ore aw, au, air, ear, ear (/ɛə/), are (/ɛə/), the sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck. The /f/, /l/, /s/, /z/ and /k/ sounds are usually spelt as ff, ll, ss, zz and ck if they come straight after a single vowel letter in short words. Exceptions: if, pal, us, bus, yes.)

lie, tie, high, pie, field, light, tried, chief, bright, thief, night, right

Y3 Statutory Autumn Group 2

build, caught, woman/women, breathe, certain, forward(s), imagine, increase, accident(ally), 

possess(ion)

Y3 Class Autumn Group 3

Y2 recap (The /l/ or /əl/ sound spelt –le / –el / –al at the end of words, words ending –il, the /i:/ sound spelt –ey. The –le spelling is the most common spelling for this sound at the end of words. The –el spelling is much less common than –le. The –el spelling is used after m, n, r, s, v, w and more often than not after s.)

apple, bottle, tunnel, little, camel, tinsel, simple, travel, squirrel, people, towel, panel

Y3 Statutory Autumn Group 3

early, earth, eight/eighth, important, consider, continue, interest, material, exercise, actual(ly)

Y3 Class Autumn Group 4

Y3/4 Prefixes (dis-, mis-, in-. Most prefixes are added to the beginning of root words without any changes in spelling. The prefixes dis– and mis– have negative meanings. The prefix in– can mean both ‘not’ and ‘in’/‘into’. In the words given here it means ‘not’.)

dislike, mislead, incorrect, disagree, misbehave, inactive, disappoint, misspell, incomplete, disappear, misplace, indestructible

Y3 Statutory Autumn Group 4

fruit, group, guard, complete, decide, naughty, experiment, mention, particular, separate

Y3 Class Autumn Group 5

Y3/4 Prefixes (Before a root word starting with l, in– becomes il. Before a root word starting with m or p, in– becomes im–. Before a root word starting with r, in– becomes ir–.)

illegal, imperfect, irregular, illegible, immature, irrelevant, immortal, immobile, irresponsible, impatient, impossible, irreversible

Y3 Statutory Autumn Group 5

guide, heard, heart, different, popular, perhaps, recent, opposite, February, busy/business

Y3 Class Autumn Group 6

Y3/4 The /ɪ/sound spelt y elsewhere than at the end of words. The /ʌ/sound spelt ou.

myth, gym, young, Egypt, mystery, country, crystal, double, touch, symbol, enough, trouble

Y3 Statutory Autumn Group 6

learn, often, enough, notice, island, famous, various, suppose, medicine, experience

Y3 Class Spring Group 7

Y3/4 Prefixes (re– means ‘again’ or ‘back’. sub– means ‘under’. inter– means ‘between’ or ‘among’. super– means ‘above’. anti– means ‘against’. auto– means ‘self’ or ‘own')

redo, subheading, superman, antiseptic, intercity, autograph, submarine, supermarket, antisocial, submerge, international, autobiography

 
Y3 Statutory Spring Group 7

remember, length, thought, straight, strange, strength, possible, position, peculiar, favourite

Y3 Class Spring Group 8

Y3/4 Suffixes (-ment, –ness, –ful , –less and –ly. If a suffix starts with a consonant letter, it is added straight on to most root words without any change to the last letter of those words. Exceptions: argument and root words ending in –y with a consonant before it, but only if the root word has more than one syllable.)

badly, sadness, playful, happily, hopeless, careful, happiness, thoughtful, penniless, merriment, plentiful, usually

 
Y3 Statutory Spring Group 8

through, history, difficult, probably, question, special, purpose, therefore, calendar, disappear

 
Y3 Class Spring Group 9

Y3/4 Suffixes (-ation. The suffix –ation is added to verbs to form nouns.)

location, sensation, information, adoration, education, relaxation, frustration, preparation, medication, concentration, multiplication, investigation

 
Y3 Statutory Spring Group 9

weight, reign, height, bicycle, centre, sentence, potatoes, quarter, ordinary, natural

 
Y3 Class Spring/Summer Group 10

Y3/4 Suffixes (-ly. The suffix –ly is added to an adjective to form an adverb. The rules already learnt still apply. The suffix –ly starts with a consonant letter, so it is added straight on to most root words.)

sadly, wildly, kindly, proudly, usually, bravely, personally, comically, finally, eventually, tragically, magically

 
Y3 Statutory Spring/Summer Group 10

circle, though/although, library, minute, regular, promise, grammar, extreme, surprise, pressure

 
Y3 Class Spring/Summer Group 11

Y3/4 Suffixes (-ous. Sometimes the root word is obvious and the usual rules apply for adding suffixes beginning with vowel letters. Sometimes there is no obvious root word. –our is changed to –or before –ous is added. A final ‘e’ of the root word must be kept if the /dʒ/ sound of ‘g’ is to be kept. If there is an /i:/ sound before the –ous ending, it is usually spelt as i, but a few words have e.)

joyous, famous, curious, various, hideous, obvious, dangerous, jealous, enormous, tremendous, courageous, mountainous

 
Y3 Statutory Spring/Summer Group 11 (same as Group 1)

appear, address, arrive, answer, believe, breath, century, describe, knowledge, occasion(ally)

Y3 Class Spring/Summer Group 12

Y3/4 Words with endings sounding like /ʒə/ Or /t ə/ (The ending sounding like /ʒə/ is always spelt –sure. The ending sounding like /tʃə/ is often spelt –ture, but check that the word is not a root word ending in (t)ch with an er ending – e.g. teacher, catcher, richer, stretcher.) 

measure, treasure, pleasure, pressure, closure, creature, enclosure, nature, picture, culture, adventure, furniture

 
Y3 Statutory Spring/Summer Group 12 (same as Group 2)

build, caught, woman/women, breathe, certain, forward(s), imagine, increase, accident(ally), 

possess(ion)

 
Y3 Class Spring/Summer Group 13

Y3/4 Endings which sound like /ʃən/, spelt –tion, –sion. (Strictly speaking, the suffixes are –ion and –ian. Clues about whether to put t, s, ss or c before these suffixes often come from the last letter or letters of the root word. –tion is the most common spelling. It is used if the root word ends in t or te. –sion is used if the root word ends in d or se. Exceptions: attend – attention, intend – intention.) 

action, mention, question, attraction, invention, injection, completion, addition, devotion, hesitation, attention, translation

 
Y3 Statutory Spring/Summer Group 13 (SAME as Group 3)

early, earth, eight/eighth, important, consider, continue, interest, material, exercise, actual(ly)

 
Y3 Class Spring/Summer Group 14

Y3/4 Endings which sound like /ʃən/ spelt ––ssion, –cian. (–ssion is used if the root word ends in ss or –mit. –cian is used if the root word ends in c or cs.) 

impression, discussion, electrician, confession, admission, musician, permission, politician, expression, mathematician, magician, statistician

 
Y3 Statutory Spring/Summer Group 14 (SAME as Group 4)

fruit, group, guard, complete, decide, naughty, experiment, mention, particular, separate

 
Y3 Class Summer Group 15

Y3/4 Endings which sound like /ʒən/. (If the ending sounds like /ʒən/, it is spelt as –sion.) 

tension, vision, division, expansion, decision, extension, invasion, confusion, illusion, television, collision, comprehension

 
Y3 Statutory Summer Group 15 (SAME as Group 5)

guide, heard, heart, different, popular, perhaps, recent, opposite, February, busy/business

 
Y3 Class Summer Group 16

Y3/4 Words with the /eɪ/ sound (spelt ei, eigh, or ey) 

they, obey, grey, survey, vein, veil, weigh, eight, beige, sleigh, freight, neighbour

 
Y3 Statutory Summer Group 16 (SAME as Group 6)

learn, often, enough, notice, island, famous, various, suppose, medicine, experience

 
Y3 Class Summer Group 17

Y3/4 Words with the /ʃ/ sound spelt ch (mostly French in origin) Words with the /k/ sound spelt ch (Greek in origin) Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin) Words with the /s/ sound spelt sc (Latin in origin) (If the ending sounds like /ʒən/, it is spelt as –sion.) 

chef, echo, league, science, scheme, brochure tongue, fascinate, chalet, chemist, unique, discipline

 
Y3 Statutory Summer Group 17 (SAME as Group 7)

remember, length, thought, straight, strange, strength, possible, position, peculiar, favourite