8837 RWI Group Spelling Booklet

Common Exception Words 2
Spelling Book
Please bring this book to school on

_______ for your spelling test!
This is your Home Spelling Log Book and it is changing a bit
for the next few weeks!
Exception words are words in which the English spelling code works in an
unusual or uncommon way. They are not words for which phonics 'doesn't
work', but they may be exceptions to spelling rules, or words which use a
particular combination of letters to represent sound patterns in a rare or
unique way.
English has a complex spelling system in which the same letter (or letters) can
be used to represent different sounds and the same sound can be represented
by different letters.
As children learn to read within a structured phonics method all the different
phoneme (spoken unit of sound) and grapheme (the written symbol that
represents a sound) correspondences are explained to them in our Letters and
Sounds lessons. The new 2014 English curriculum has set out the various
spelling rules (and exception words) that need to be learnt by children in
each year of their primary education.
For example: In Year 1, children learn that the 's' sound after a short vowel is
usually represented by 'ss', however 'bus' is an exception to this.
and
By Year 2, the children learn that the word 'sugar' is an exception word
because it starts with an 's' but is pronounced 'sh'.
At the back of this booklet (as on previous booklets!) is the full list of the
exception words that children should know how to read and spell by the end of
Key Stage 1.
There is also a Complex Speed Sounds Chart, which shows you all the different
spellings (graphemes) for the phonemes the children are taught. This is useful
as you can see all the alternative sounds in one place!
These spellings are likely to be trickier than the phonic-based ones we’ve been
covering in previous books, but we’d like to give the children an opportunity to
learn the exception words aside from the activities we also provide in the
classroom.
2/1
Thank you, as ever, for your support 
Date: 20/4/20
door
floor
poor
because
find
kind
mind
behind
Spelling Test
1._________
2._________
3._________
4._________
5. _________
6. _________
7. _________
8. _________
Date: 27/4/20
child
children
wild
climb
most
only
both
old
Spelling Test
1._________
2._________
3._________
4._________
5. _________
6. _________
7. _________
8. _________
Date: 4/5/20
cold
gold
hold
told
every
break
great
steak
Spelling Test
1._________
2._________
3._________
4._________
5. _________
6. _________
7. _________
8. _________
Date: 11/5/20
pretty
beautiful
after
fast
last
past
father
class
Spelling Test
1._________
2._________
3._________
4._________
5. _________
6. _________
7. _________
8. _________
Date: 18/5/20
grass
pass
plant
path
bath
hour
move
prove
Spelling Test
1._________
2._________
3._________
4._________
5. _________
6. _________
7. _________
8. _________
Date: 25/5/20
improve
sure
sugar
eye
could
would
should
who
Spelling Test
1._________
2._________
3._________
4._________
5. _________
6. _________
7. _________
8. _________
More Ideas for Practising Spellings At Home
It is really important that parents and guardians are involved in

helping children to learn their spellings. Confidence in spelling
allows children to read and write more freely and imaginatively.
You should practise your spellings for 5 to 10 minutes EVERY
day. Here are some games or ideas you could use. Why not try a
different one each night to keep it fun and interesting?
Remember everyone learns by: Doing it, Seeing it, Saying it,
Writing/drawing it and Listening to it - so making sure you have
variety of games and tasks is a great way to ensure the learning
sticks!
1)Sing it!
2) Air spelling:
Choose a spelling word. With your index finger write the word
in the air slowly, say each letter. Your parent needs to remind
you that you need to be able to 'see' the letters you have
written in the air. When you have finished writing the word,
underline it and say the word again. Now get your parents to
ask you questions the about the word. For example they could
ask 'What is the first letter?' 'What is the last letter?' 'How
many letters are there?' etc.
3) Shaving Cream Practice:
An easy way to clean those dirty tables is to finger paint on
them with shaving cream. Squirt some on the table (with your
parent’s permission and supervision!) and then practice spelling
your words by writing them with your finger in the shaving
cream.
4) Salt Box Spelling:

Ask your parents to pour salt into a shallow box or tray (about
3cm deep) and then practice writing your spellings in it with
your finger.
5) Pyramid Power:
Sort your words into a list from easiest to hardest. Write the
easiest word at the top of the page near the centre. Write the
next easiest word twice underneath. Write the third word
three times underneath again until you have built your pyramid
6) Ransom Note:
Cut the letters needed to for your words from a newspaper or
magazine and glue them down to spell the words.
7) Spell It With Beans:

Use dried beans (or lentils) to spell out your words. If you glue
them onto separate pieces of card then you made a great set of
flash cards to practice with for the rest of the week.
8) Tasty Words:
Just like above but this time try and find tasty things to spell
your words with, like raisins. Then when you spell them right
you get to eat them!
9) Design A Word:
Pick one word and write it in bubble letters. Colour in each
letter in a different pattern.
10) Water wash:

Use a paintbrush and water to write your words outside on
concrete or pavements.
11) ABC Order:

Write your words out in alphabetical order. Then write them in
reverse alphabetical order.
12) Story Time:

Write a short story using all your words. Don't forget to check
your punctuation!
13) Simple Sentence:

Write a sentence for each of your words. Remember each
sentence must start with a capital letter and end with a full
stop.
14) Colourful Words:
Use two different coloured pens to write your words - one to
write the consonants and one to write the vowels. Do this a
couple of times then write the whole word in one colour.
15) DEFINITIONS;
Use a dictionary to work together to find and write the
definition of each word.
16) Memory Game:

Make pairs of word cards. Turn them all over and mix them up.
Flip over two cards, if they match you get to keep them, if not
you have to turn them over again. Try and match all the pairs.
17) Finger Tracing:

Use your finger to spell out each of your words on your parent
or carer’s back. Then it's their turn to write the words on your
back for you to feel and spell.
18) Spelling Steps:

Write your words as if they were steps, adding one letter each
time. (It's much easier doing this on squared paper)
19) Scrambled Words:

Write your words then write them again with all the letters
mixed up. See if someone else can unscramble them and then
swap roles!
20) Ambidextrous:
Swap your pen into the hand that you don't normally write with.
Now try writing out your spellings with that hand.
21) Look, Say, Cover, Write, Check:

This is often the basic method used in classes and it works too!
It works much better with a partner, so you don’t end up
learning the incorrect spelling!
oa
oa
ow
ur ow oi
ir ou oy
Suffixes
-s Adding s and es to If the ending sounds like /s/ or
words (plural of nouns
/z/, it is spelt as –s. If the ending
and the third person sounds like /ɪz/ and forms an extra
-es
singular of verbs) syllable or ‘beat’ in the word, it is
spelt as –es.
Adding the endings – –ing and –er always add an extra
-ing
ing, –ed and –er to syllable to the word and –ed
verbs where no sometimes does.
-ed change is needed to The past tense of some verbs may
the root word sound as if it ends in /ɪd/ (extra
syllable), /d/ or /t/ (no extra
syllable), but all these endings are
spelt –ed.
If the verb ends in two consonant
-er
letters (the same or different), the
ending is simply added on.
hunting, hunted, hunter, buzzing,
buzzed, buzzer, jumping, jumped,
jumper
Adding –er and –est As with verbs (see above), if the
-er
to adjectives where adjective ends in two consonant
no change is needed letters (the same or different), the
-est
to the root word ending is simply added on.
Adding the prefix – The prefix un– is added to the
un beginning of a word without any
un-
change to the spelling of the root
word.

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Common Exception Words 2

Please bring this book to school on

It is really important that parents and guardians are involved in

4) Salt Box Spelling:

7) Spell It With Beans:

10) Water wash:

11) ABC Order:

12) Story Time:

13) Simple Sentence:

16) Memory Game:

17) Finger Tracing:

18) Spelling Steps:

19) Scrambled Words:

21) Look, Say, Cover, Write, Check:

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