Spelling Scheme Of Work - Oasis Academy Fir Vale
Spelling Scheme of WorkStage 3All elements of this scheme are copyright The Spelling Shed Ltd and may not be redistributed without permission.19/06/19
Welcome to The Spelling Shed Year 3 scheme of work.What is included?- 36 weekly spelling lists (See contents) each based on National Curriculum spellingrules.- For each list, you will find the following resources:-One 20 – 30 minute lesson plan.Resources to aid the delivery of the lesson.One spelling practice sheet.One homework sheet.
Spelling lists – Stage 31.Spelling Rules: The /ow/ sound spelled ‘ou.’ Found often in the middle of words, sometimes at thebeginning and very rarely at the end of words.19.Spelling Rules: The /l/ sound spelled ‘-al’ at the end of words.2.Spelling Rules: The /u/ sound spelled ‘ou.’ This digraph is only found in the middle of words.20.Spelling Rules: The /l/ sound spelled ‘-le’ at the end of words.3.Spelling Rule: The /i/ sound spelled with a ‘y.’21.Spelling Rules: Adding the suffix ‘–ly’ when the root word ends in ‘-le’ then the ‘-le’ is changed to‘-ly.’4.Spelling Rules: Words with endings that sound like /ze/ as in measure are always spelled with ‘sure.’22.Spelling Rules: Adding the suffix ‘-ally’ which is used instead of ‘-ly’ when the root word ends in ‘–ic.’5.Spelling Rules: Words with endings that sound like /ch/ is often spelled –’ture’ unless the rootword ends in (t)ch.23.Spelling Rules: Adding the suffix –ly. Words which do not follow the rules.6.Challenge words24.Challenge Words7.Spelling Rules: Words with the prefix ’re-’ ‘re-’ means ‘again’ or ‘back.’25.Spelling Rules: Words ending in ‘-er’ when the root word ends in (t)ch.8.Spelling Rules: The prefix ’dis-’ which has a negative meaning. It often means ‘does not’ as indoes not agree disagree.26.Spelling Rules: Words with the /k/ sound spelled ‘ch.’ These words have their origins in the Greeklanguage.9.Spelling Rules: The prefix ’mis-’ This is another prefix with negative meanings.27.Spelling Rules: Words ending with the /g/ sound spelled ‘–gue’ and the /k/ sound spelled ‘–que.’These words are French in origin.10.Spelling Rules: Adding suffixes beginning with vowel letters to words of more than one syllable.The consonant letter is not doubled if the syllable is unstressed.28.Spelling Rules: Words with the /s/ sound spelled ’sc’ which is Latin in its origin.11.Spelling Rules: Adding suffixes beginning with vowel letters to words of more than one syllable. Ifthe last syllable of a word is stressed and ends with one consonant letter which has just onevowel letter before it, the final consonant letter is doubled.29.Homophones: Words which have the same pronunciation but different meanings and/orspellings.30.Challenge Words12.Challenge words31.Revision – spelling rules we have learned in Stage 3.13.Spelling Rules: The long vowel /a/ sound spelled ‘ai’32.Revision – spelling rules we have learned in Stage 3.14.Spelling Rule: The long /a/ vowel sound spelled ’ei.’33.Revision – spelling rules we have learned in Stage 3.15.Spelling Rules: The long /a/ vowel sound spelled ’ey.’34.Revision – spelling rules we have learned in Stage 3.16.Spelling Rules: Adding the suffix –ly. Adding the –ly suffix to an adjective turns it into an adverb.35.Revision – spelling rules we have learned in Stage 3.17.Spelling Rules: Homophones – words which have the same pronunciation but different meaningsand/or spellings.36.Revision – spelling rules we have learned in Stage 3.18.Challenge Words
Stage:3List:1The /ow/ sound spelled ‘ou’. Found often in the middle of words,sometimes at the beginning and very rarely at the end of words.
Stage: 3Spelling rules: The /ow/ sound spelled ‘ou.’ Found often in the middle of words, sometimes atthe beginning and very rarely at the end of words.List:IntroductionThe digraph ‘ou’ is pronounced as /ow/, explain that this sound ismost common in the middle of words and sometimes at the start.It is rare at the end of words where the ‘ow’ spelling is usuallyfound (e.g. cow).MainTeachingActivityUsing the power point slide, discuss the meaning of the spellinglist this week. Get children to come out and underline the /ow/sound in each word. Notice that most often the sound comes inthe middle of the word.IndependentActivityGet children to work in small groups, one child picks one of thespelling list words and writes the first letter on a mini whiteboard,then passes the board to their left, the next child writes the nextletter of the word and so on until the word is oundtroutfoundproudThe child that writes the final letter checks the spelling is correctand then picks another word from the board to start again.
Discuss the meanings of the words below and thenask children to come out and underline the /ow/sound in each defound
Answers:Discuss the meanings of the words below and thenask children to come out and underline the /ow/sound in each defound
Stage: 3List: 1Spelling Rules: The /ow/ sound spelled ‘ou.’ Found often in the middle of words, sometimes atthe beginning and very rarely at the end of hhoundtroutfoundproud1st Attempt2nd Attempt3rd Attempt
Stage: 3List: 1The /ow/ sound spelled ‘ou.’ Found often in the middle of words, sometimes at the beginningand very rarely at the end of words.Name:Find and unscramble your spellings in the ndprouddnudohhuco
Stage: 3List: 1The /ow/ sound spelled ‘ou.’ Found often in the middle of words, sometimes at the beginningand very rarely at the end of words.Answers:Find and unscramble your spellings in the oundouchhoundtrout
Stage:3List:2The /u/ sound spelled ‘ou’.This digraph is only found in the middle of words.
Stage: 3List:Spelling rules: The /u/ sound spelled ‘ou.’ This digraph is only found in the middle of lourishcoupleIndependentActivityThe digraph ‘ou’ which is pronounced /u/ is only found in themiddle of words. Ask children to think of words with an /u/ soundand write down any that they say with the ‘ou’ digraph in.Using the power point slide, get the children to complete thesentences choosing an appropriate word by writing their chosenword on a mini whiteboard and holding it up. Ensure the wordsare being spelled with the ‘ou’ spelling and discuss any errors ormisconceptions before moving on.Children to become the teacher by marking Evie’s work andhelping her to work out which 6 words are spelled incorrectly.Remind children that the /u/ sound should be spelled with /ou/ inthis week’s spellings.After the children have had a minute to look at it, click thepowerpoint slide to hide the spelling list for this activity.
Stage: 3The /u/ sound spelled ‘ou’. This digraph is only found in the middle of words.List: 2Cover your spellings for this taskSpellingsEvie has scored 4/10 in her spelling test.Can you help her to work out which spellings are wrong and write usincountryenoughencurageflurishcouple
Stage: 3List: 2The /u/ sound spelled ‘ou’. This digraph is only found in the middle ofwords.Answers:Cover your spellings for this taskSpellingsEvie has scored 4/10 in her spelling test.Can you help her to work out which spellings are wrong and write ple
Stage: 3Spelling Rules: The /u/ sound spelled ‘ou.’ This digraph is only found in the middle of words.List: nenoughencourageflourishcouple1st Attempt2nd Attempt3rd Attempt
Stage: 3The /u/ sound spelled ‘ou.’ This digraph is only found in the middle of words.List: 2Name:SpellingsAsk someone to time you. Can you find your spellings hidden in the grid?How long did it take? Try it again and improve your ungcousinenoughencourageflourishcouple
Stage: 3The /u/ sound spelled ‘ou.’ This digraph is only found in the middle of words.List: 2Answers:SpellingsAsk someone to time you. Can you find your spellings hidden in the grid?How long did it take? Try it again and improve your ungcousinenoughencourageflourishcouple
Stage:3List:3Spelling Rule: The /i/ sound spelled with a ‘y.’
Stage: 3List:The /i/ sound spelled with a ‘y’.3IntroductionSome words contain an /i/ sound which is written with a /y/instead on an ‘i’. Very often the ‘y’ is the second letter of the wordbut not always.MainTeachingActivityUsing the power point slide, get children to split their whiteboardwith a line down the middle. Then they can sort the words on theslide in to words that use an ‘i’ for the /i/ sound and words thatuse a ‘y’ for it.SpellingsgymmythEgyptpyramidDiscuss the results and look at nasticsIndependentActivityUsing the power point slide, ask children to choose five of thewords in their spelling list and write a sentence containing thechosen word. For a bonus point they can try and accuratelyinclude two of the words in one sentence!Share sentences with the class.
Sort the spellings in to two boxes. Words with an /i/sound that are spelled with an ‘i’ and words with an /i/sound that are spelled with a enfringemysterylyricimposter/i/ spelledwith an ‘i’/i/ spelledwith a ‘y’
Answers:Sort the spellings in to two boxes. Words with an /i/sound that are spelled with an ‘i’ and words with an /i/sound that are spelled with a yramidimpossiblesystem lyricoxygenimpostermystery/i/ spelledwith an ‘i’/i/ spelledwith a ‘y’
Stage: 3Spelling rule: The /i/ sound spelled with a ‘y.’List: 3Name:SpellingsYour ystemgymnasticsCopy down five of the words in your spelling list and write asentence containing it.Your sentence
Stage: 3Spelling Rule: The /i/ sound spelled with a ‘y.’List: onymlyricssystemgymnastics1st Attempt2nd Attempt3rd Attempt
Stage: 3The /i/ sound spelled with a ‘y.’List: 3Name:Spellingsy ricscsystemy rgymnasticsmtmUse yourspellings, andthe letters inthe crossword,to work out themissing words.
Stage: 3The /i/ sound spelled with a ‘y.’List: 3Answers:gSpellingsEp y r a m i dgymmythg y mmypEgyptsnpyramidyamysterym y s t e r yysymbolbtntsynonymoiotlyricslcnsl y rsystemgymnasticss y s t e mmi c sUse yourspellings, andthe letters inthe crossword,to work out themissing words.
Stage:3List:4Words with endings that sound like /ze/, as in measure, are alwaysspelled with ‘-sure’.
Stage: 3List:Words with endings that sound like /ze/, as in measure, are always spelled with ‘-sure’.4IntroductionWords that end with a /ze/ sound are always spelled with ‘sure’ atthe end. Ask children if they can think of any words that end withthis sound.MainTeachingActivityUse the power point slide and select children to come up anddraw the line between the beginning and the ending of the word.The words have been split and scrambled. A few of the wordshave similar endings (closure) so tell them to double check osureDiscuss the spelling list words and any misconceptions or errors.IndependentActivityChildren play spelling noughts and crosses (tic tac toe). On a miniwhiteboard draw a nought and crosses grid (see powerpointslide). Each child chooses a target word from the list and has towrite it in one of the squares next child writes their word inanother, play like noughts and crosses. First to get three words ina row wins that round. Begin again with a new word from the list.
Stage: 3Words with endings that sound like /ze/, as in measure, are always spelled with ‘-sure’.List: ureexposureclosuredisclosureMatch the beginningsound to its ending.
Stage: 3Words with endings that sound like /ze/, as in measure, are always spelled with ‘-sure’.List: sureleisureexposureclosuredisclosureMatch the beginningsound to its ending.
Word Tic Tac ToeIn pairs, each choose a word from the spelling list and try to write itcorrectly in a row of three. The winner gets three words in a line andthen choose a new word and start again!measuretreasuretreasuretreasuremeasure
Stage: 3List: 4Spelling Rules: Words with endings that sound like /ze/ as in measure are always spelled isclosure1st Attempt2nd Attempt3rd Attempt
Stage: 3List: 4Spelling Rules: Words with endings that sound like /ze/ as in measure are always spelled suredisclosurepleasuremeasuredispleasure sclosureRead down the columns and use the missing letters, in order, tomake a new 10 letter word.
Stage: 3List: 4Spelling Rules: Words with endings that sound like /ze/ as in measure are always spelled closuredisclosurepleasuremeasuredispleasure sclosureRead down the columns and use the missing letters, in order, tomake a new 10 letter word.pantomimes
Stage:3List:5Words with endings that sound like /ch/ is often spelt –’ture’ unless theroot word ends in (t)ch.
Stage: 3List:Words with endings that sound like /ch/ is often spelt –’ture’ unless the root word ends in(t)ch.5IntroductionThis week’s spellings all have a /ch/ sound at the end which isspelled ‘ture’.MainTeachingActivityThe words on the slide have been broken up. Ask children to add‘ture’ to the end of each word and write the list of completedwords on their Get children to pronounce the words and discuss the sound at theend of each word. Discuss turemixtureIndependentActivityIn small groups, one child picks a spelling list word and tells theothers what it is. They must write the word on their whiteboardand the first child acts as teacher to check the spellings. The nextchild then becomes the teacher and they choose a word. Continueuntil all words have been spelled by the group.
mixpicfurnitnatcrea turecapfracfusculpadventure
naturecreature eadventurefuture
Stage: 3List: 5Words with endings that sound like /ch/ is often spelt –’ture’ unless the root word ends t Attempt2nd Attempt3rd Attempt
Stage: 3List: 5Words with endings that sound like /ch/ is often spelt –’ture’ unless the root word ends pirmixeusradcfc t e kt u d cu r e ntfuufuulrrrtpnaeuticdruttferuudgerra p t u ri r u e hr e i e s e r h je s t h t d e z nb e a d v e n t uetljrfasdesrgeekaupjCan you find your spellings hidden in the word search?
Stage: 3List: 5Words with endings that sound like /ch/ is often spelt –’ture’ unless the root word ends ecppirmixeusradcfc t e kt u d cu r e ntfuufuulrrrtpnaeuticdruttferuudgerra p t u ri r u e hr e i e s e r h je s t h t d e z nb e a d v e n t uetljrfasdesrgeekaupjCan you find your spellings hidden in the word search?
Stage:3List:Challenge words6
Stage: 3List:Challenge hfruitislandoftenpopularChallenge WeekChoose an activity from the Challenge Activity Pack
Stage: 3Challenge wordsList: hfruitislandoftenpopular1st Attempt2nd Attempt3rd Attempt
Stage: 3Challenge wordsList: 6Name:SpellingsactualRead through your spellings. Then cover them up.Circle the correct spelling in each row of the grid popularearthenoughfruitisland
Stage: 3Challenge wordsList: 6Answers:SpellingsactualRead through your spellings. Then cover them up.Circle the correct spelling in each row of the grid popularearthenoughfruitisland
Stage:3List:Spelling Rules: Words with the prefix ’re-’7‘re-’ means ‘again’ or ‘back.’
Stage: 3List:Spelling Rules: Words with the prefix ’re-’ ‘re-’ means ‘again’ or ‘back.’7IntroductionToday children will look at words starting with ‘re’. Ask thechildren if they can think of any words beginning with ‘re, writesome on the board. Can children guess what ‘re’ means? Explainthat it means again or back.MainTeachingActivityUsing the powerpoint slide, flick quickly through the root words(20-30 seconds per slide) and get children to write the new wordby adding ‘re’ and then hold up their whiteboard as soon as theyhave done it.IndependentActivityGive children the definition cards, one set per pair. Ask them towork together to write the word that is being described on theback of the evengereviewreplayreactionreboundShare the definitions and practice pronouncing the spellings.
Add ‘re’ to the word below, write it onyour white board as quickly as you canand hold it up!play
Add ‘re’ to the word below, write it onyour white board as quickly as you canand hold it up!Answer:replay
Add ‘re’ to the word below, write it onyour white board as quickly as you canand hold it up!fresh
Add ‘re’ to the word below, write it onyour white board as quickly as you canand hold it up!Answer:refresh
Add ‘re’ to the word below, write it onyour white board as quickly as you canand hold it up!appear
Add ‘re’ to the word below, write it onyour white board as quickly as you canand hold it up!Answer:reappear
Add ‘re’ to the word below, write it onyour white board as quickly as you canand hold it up!view
Add ‘re’ to the word below, write it onyour white board as quickly as you canand hold it up!Answer:review
Add ‘re’ to the word below, write it onyour white board as quickly as you canand hold it up!decorate
Add ‘re’ to the word below, write it ony
11. Spelling Rules: Adding suffixes beginning with vowel letters to words of more than one syllable. If the last syllable of a word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled. 12. Challenge words 13. Spelling Rules: The long vowel /a/ sound spelled ‘ai’ 14.
Orthographic knowledge for spelling 70 Strategies for learning the spelling of words 87 Organising for spelling instruction 92 The spelling lesson 97 Writing and proofreading for spelling 98 The dictionary as a source of spelling knowledge 100 Case story 1 What works for me – Teaching spelling in Ye
Vocabulary and Spelling snapshot and lessons Lessons From all WordFlyers levels 3 Topic Lessons Compound words 7.0.7 Spelling 7.3.4 Spelling 8.0.1 Spelling 9.3.2 Spelling 10.0.10 Spelling 10.1.6 Spelling Descriptive language adjectives 7.1.11 Vocabulary 8.0.4 Vocabulary 9.0.2 Vocabulary 10.0.1 Vocabulary Descriptive language adverbs
This version of OASIS-C1 is current with the OASIS Data Submission Specifications 2.11.0: DRAFT . Note that OASIS-C1 is being implemented in two phases, OASISC1/- ICD-9 on 1/1/2015 followed by OASIS-C1/ICD-10 on 10/1/2015. The ICD-10 version initiates use of ICD-10 codes and replaces the
OASIS-C1/ICD-9 Data Set and/or the OASIS-C1/ICD-9 Guidance Manual. This table is included for information only. Following this ICD-9 table, there is a table showing the changes made to the Data Set and Guidance Manual for OASIS-C1/ ICD-10 OASIS-C1/ICD-9 Data Set OASIS-C1/ICD-9 Guidan
In OASIS / part "Supplier Sites & Audit Visits" (more than one site): the central office need min. one Administrator and every site needs min. a site Supplier Representative. must be 100% identical with all other documents. Double check is necessary. OASIS-n l. s ite F 1 1 OASIS F4 t OASIS F5 2 OASIS F6 t 2 x 3 S Plan) r ) i c at e SIS
Jan 03, 2021 · 3rd Grade Spelling Words Third Grade Spelling Words 2/22 The third grade spelling bee word list acts as the complete spelling bee guide for third grade students. This list contains spelling words that are often seen in spelling bees for third graders. This comprehensive list contains a lot of new
each week examining and writing the spelling words together. Make a game of spelling practice. Many simple games such as "Tic-Tac-Toe," "I Spy," and "Simon Says" can be adapted to include spelling words. The Spelling Study Strategyis a method for studying any spelling word. Help your child make a habit of using it for spelling practice.
The following OASIS information is from Ch. 3 of 6 OASIS Guidance Manual and other CMS sources. Ch t 3 li t th OASIS it d fi iti tiChapter 3 lists the OASIS item, a definition, time points for collection, response-specific instructions, and asses
