er
Er is an easier sound to learn, though there are some longer words in the list. Help your pupil to break each word into syllables, orally first, and then sound out each part.
Never be afraid of oral work and modelling as often as needed how to sound the word out.
Er is most usually found at the ends of words. For the spelling of most of these words, the pupil needs only to recognise that the 'er' sound at the end of a word is made with the letters 'er'.
Included in the /er/ list are some words with double letters. Doubling is important for children to understand. In order to spell these words correctly, the pupil must understand the rule of Powerful ‘e’. I strongly advise the revision of the Powerful ‘e’ rule before introducing the list or words.
To the rule of Powerful ‘e’ we will now make a further qualification: the power of ’e’ can only jump over one letter, not two. Going forward, you will see how important this is to understand. Your child will need to hear you saying it many times over the course of the rest of the programme. Start now!
Explain that as /er/ has an ‘e’, the ‘e can act as a powerful ‘e’. Therefore we learn a rule that will be applied in many circumstances going forward:
Rule: We need to have two, non-vowel letters between the first vowel and Powerful ‘e’ to block the power of Powerful ‘e’ when we add /er/, if we want to keep the first vowel saying its sound.
Demonstrate by writing the following words on the board:
ju mp er
si st er
wi nt er
These words all have two consonants between the first vowel and the ‘e’ of /er/.
Now write the following words:
le tt er
su mm er
su pp er
Explore what would happen if they only had one consonant in the middle:
letter would be leter (leeter); summer would be sumer (soomer) etc...
Be patient. Your child will not learn this all in one week. we introduce the idea and study the word list but it will then take much practice as this rule is applied in various circumstances. This practice will be provided through the dictations, so there is no need to stay on this lesson for longer than a week.
Expect mistakes. Calmly help the child to talk him/her self through the rule to get each spelling correct.
Your student will no doubt forget to double the letters at some point in the future. In this case, let him/her sound out the word s/he has created and see what effect non-doubling has. Support your pupil as necessary until this point has been grasped, but move on regardless.
Er is an easier sound to learn, though there are some longer words in the list. Help your pupil to break each word into syllables, orally first, and then sound out each part.
Never be afraid of oral work and modelling as often as needed how to sound the word out.
Er is most usually found at the ends of words. For the spelling of most of these words, the pupil needs only to recognise that the 'er' sound at the end of a word is made with the letters 'er'.
Included in the /er/ list are some words with double letters. Doubling is important for children to understand. In order to spell these words correctly, the pupil must understand the rule of Powerful ‘e’. I strongly advise the revision of the Powerful ‘e’ rule before introducing the list or words.
To the rule of Powerful ‘e’ we will now make a further qualification: the power of ’e’ can only jump over one letter, not two. Going forward, you will see how important this is to understand. Your child will need to hear you saying it many times over the course of the rest of the programme. Start now!
Explain that as /er/ has an ‘e’, the ‘e can act as a powerful ‘e’. Therefore we learn a rule that will be applied in many circumstances going forward:
Rule: We need to have two, non-vowel letters between the first vowel and Powerful ‘e’ to block the power of Powerful ‘e’ when we add /er/, if we want to keep the first vowel saying its sound.
Demonstrate by writing the following words on the board:
ju mp er
si st er
wi nt er
These words all have two consonants between the first vowel and the ‘e’ of /er/.
Now write the following words:
le tt er
su mm er
su pp er
Explore what would happen if they only had one consonant in the middle:
letter would be leter (leeter); summer would be sumer (soomer) etc...
Be patient. Your child will not learn this all in one week. we introduce the idea and study the word list but it will then take much practice as this rule is applied in various circumstances. This practice will be provided through the dictations, so there is no need to stay on this lesson for longer than a week.
Expect mistakes. Calmly help the child to talk him/her self through the rule to get each spelling correct.
Your student will no doubt forget to double the letters at some point in the future. In this case, let him/her sound out the word s/he has created and see what effect non-doubling has. Support your pupil as necessary until this point has been grasped, but move on regardless.
Level 1 her sister winter summer letter dinner bigger yesterday September November |
More words to read ever never over under river swerve finger Measuring words bigger/est longer/est shorter/est |
Odd Words for reading:
were
over
See Teaching Notes below.
were
over
See Teaching Notes below.
Dictation: Revise /all/:
On Saturday Tom has a fall. He cannot walk and they cannot go home. His leg hurts. He and June sit on the lawn all morning and talk.
Teaching Notes:
Once more we have not a new sound to learn but another way of making an already met sound. Revise /ir/ and /ur/ this week and help the child to sort the words into the correct family.
We have some longer words in the list. Help your pupil to break each word into syllables, orally first, and then sound out each part.
Never be afraid of oral work and modelling as often as needed how to sound the word out.
If you do not already do so, now would be a good time to display the days of the week and the months of the year.
Days have ‘ur’: (Thursday and Saturday) and months ‘er’ : September, October*, November and December*). *To be met soon.
See the notes on the next page.
For extra reading: we introduce comparison words with the ending est: bigger - biggest. Support your child to read these words as they are met.
On Saturday Tom has a fall. He cannot walk and they cannot go home. His leg hurts. He and June sit on the lawn all morning and talk.
Teaching Notes:
Once more we have not a new sound to learn but another way of making an already met sound. Revise /ir/ and /ur/ this week and help the child to sort the words into the correct family.
We have some longer words in the list. Help your pupil to break each word into syllables, orally first, and then sound out each part.
Never be afraid of oral work and modelling as often as needed how to sound the word out.
If you do not already do so, now would be a good time to display the days of the week and the months of the year.
Days have ‘ur’: (Thursday and Saturday) and months ‘er’ : September, October*, November and December*). *To be met soon.
See the notes on the next page.
For extra reading: we introduce comparison words with the ending est: bigger - biggest. Support your child to read these words as they are met.
Sentences to practice reading and spelling
I must not get dirt on this jumper or I will spoil it.
My dog is bigger than my cat.
Yesterday we all went for a walk.
Yesterday, Tom got a letter from his sister.
On Saturday, we had roast dinner.
Reading only
The shep-herd has lots of sheep.
Were you going to the shops today?
In winter we light a fire.
We have chips for dinner today!
Where is my jumper? There it is!
I must not get dirt on this jumper or I will spoil it.
My dog is bigger than my cat.
Yesterday we all went for a walk.
Yesterday, Tom got a letter from his sister.
On Saturday, we had roast dinner.
Reading only
The shep-herd has lots of sheep.
Were you going to the shops today?
In winter we light a fire.
We have chips for dinner today!
Where is my jumper? There it is!
Read the Bible
prayer
What is prayer? Prayer is asking God for things which he has promised to give.
prayer
What is prayer? Prayer is asking God for things which he has promised to give.