Notes and Guidance (continued)
Assessment and Answers
Teacher Information • The activities on page 25 focus on words with ‘s’, ‘ar’, ‘ey’ and ‘ge’, and the suffixes ‘-ful’ and ‘-est’.
Using their bullet-pointed ideas in the ‘Differentiated Work’ section, write a story about the Hedley Kow’s next trick.
Ask the pupils to write a short review of the folk tale. The review needs to include a short synopsis of the tale and give the pupil’s opinion of it.
Call out (or write on the board) the following words and have pupils place them in two different grids, according to their ‘-dge’ or ‘-ge’ ending.
• Reread the text, but first explain to pupils that the focus will be on words. While reading, ask pupils to find the words ending in ‘-ful’ (cheerful) and ‘-est’ (luckiest).
village, age, badge, huge, change, edge, bridge, fudge, charge, bulge, dodge, page
• Discuss and list words which end with the suffix ‘-ful’. Tell pupils that this suffix means ‘full of’. Explain that the suffix is usually added straight onto the end of most root words without any spelling change; e.g. careful, playful. However root words ending in ‘-y’ with a consonant before it will need a spelling change; e.g. plenty/plentiful, beauty/beautiful.
1. Once upon a time 2. (a) vessel
• Discuss the word reading activities on page 25, then allow pupils to complete the page independently.
3. gold, silver, iron, stone
4. Answers may include: cheerful, grateful, content 5.–6. Answers will vary.
7. The Hedley Kow was able to change shape at will. 8. The materials were becoming less valuable in monetary terms. Word Reading
2. warmth, towards
• Discuss and list words which end with the suffix ‘-est’. Tell pupils that this suffix is used when comparing more than two things. Tell pupils that this suffix is usually added straight onto the end of most root words without any spelling change; e.g. hardest. Root words ending in ‘y’ need to change the ‘y’ to ‘i’ before adding the suffix; e.g. happiest. Root words ending in ‘e’ need to drop the ‘e’ before adding the suffix; e.g. finest.
• Explain to pupils that the letter ‘j’ is never used at the end of words, but the ‘j’ sound is spelt ‘dge’ or ‘ge’. After short vowels, ‘-dge’ is used; for example, badge, fudge, bridge. After all other sounds, ‘-ge’ is used; for example, change, village.
• The ‘s’, ‘ar’, ‘ey’ and ‘ge’ words in questions 1–4 should be spoken out loud, so pupils can hear the specific phonemes focused upon.
3. key, chimney 4. (a) village
(b) Teacher check
5. (a) cheerful
(c) Teacher check
6. (a) finest, busiest, luckiest, weariest
Differentiated Individual/Paired/Group Work
(b) Teacher check
• In pairs, pupils should find and list words with the ‘-est’ suffix; for example, meanest, prettiest, nicest. They should then sort them according to how the suffix was added and place them in a table.
• Less able pupils should try and find five words for each column of the table, whilst more able pupils should find a lot more. Root words ending in ‘y’ change ‘y’ to ‘i’
Root words ending in ‘e’ drop the ‘e’
kindest, tallest, coldest, darkest, cleverest
luckiest, funniest, scariest, prettiest, happiest
nicest, wisest, whitest, strangest, finest
‘-est’ added straight onto end of root words
Review • Pupils should discuss their list of words. For which column of the table did they find the most and least words?
Reading – Comprehension and Word Reading