Use their developing knowledge of sound-symbol relationships and phonological patterns to help spell a greater range of words and longer words, as appropriate for the needs of the learner (a) Understand that knowing spelling patterns (e.g. common letter strings, visual patterns, analogies) reduces the chance of random errors (b) Understand that there is not always a strict sound-symbol association in spelling, e.g. silent letters (c) Understand how segmenting words into phonemes, and breaking them into syllables (beats) or components (compounds) helps work out spelling

Which suffix -cian -ssion, sion or tion?

Submitted by Maggie Harnew on Tue, 2001-04-17 17:18

Literacy: Ww/E3.2, Rs/E3.2, Rs/L1.1, Rw/E3.5, Rw/L1.3, Ws/E3.1, Ws/L1.1, Ww/L1.1, Prefixes, suffixes & plurals, Ww/L2.1

Resource type: Worksheet or assignment

Level: E3, L1, L2

An extensive 13 page resource that had a major facelift in 2007. Covers parts of speech (nouns and verbs), spelling rules, writing sentences, vocabulary, adding and removing suffixes and much more. With extensive teaching notes, student aims sheet, and ideas for using as a multisensory resource.

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