1. St Bernadette English Department Spelling and Grammar Focus
We want to build on the excellent work you did in Primary school
Create a title (in the back of your book) SPELLING WORK
We will model how to use the LEARN – UNDERSTAND – APPLY spelling strategy
After working on this. Use your Find and Fix booklet and fix the mistakes in the find and fix exercises – we’ll do the first one together under the visualiser
Looking for more errors?
Turn to the back of the Find and Fix book, where there are more complex exercises that work backwards from 1 – 10 (exercises)
You should find and fix all the spelling, punctuation and grammar errors in the writing (multiple errors)
You should explain what the correct rule is for each of the errors you have corrected
You should then find the relevant self assessment for the task you have completed and check whether you have found and fixed all the errors

2. Literacy Codes For self/peer and teacher marking
Literacy Codes For self/peer and teacher marking. Underline the error and mark the code in the margin. C = Capital Letter P = punctuation error SP = Spelling error // NP = Paragraph error ? = proof read your work to ensure it makes sense
Spelling Strategies
Break a word down into syllables E.g. un-for-tu-nat-ely
Break a word into prefix and root and suffix E.g. un – employ – ment
Sound out the word
Identify the root word E.g. mistrust (root = trust)
Use a Mnemonics E.g. Because
Big – Elephants – Can’t – Always – Use – Small – Exits
Learn key words using – Look, Cover, Write, Check
Keep a glossary of common mistakes in your exercise books
Sentence Variety
Simple sentence starts with a capital letter and ends with a full stop. It is made up of one
main clause. E.g. The boy was cold. He had been playing football.
Compound sentence consists of two or more independent clauses (or simple sentences)
joined by connectives: for, and, nor, but, or, yet, so. E.g. The boy was cold, as he had been playing football.
Complex sentence contains one independent clause and at least one dependent clause. Unlike a compound sentence, however, a complex sentence contains clauses which are not equal. E.g. The boy, who had been playing football, was cold.

3. E.g. Eventually, the sentence ended. Vary Sentence Openings
Full Stop (FS) .
Used to demarcate the end of a sentence.
E.g. Eventually, the sentence ended.
Capital Letters (CL)
Used for ‘I’
Used at the start of a sentence
Used for proper nouns – names of people & places & dates
E.g.
Certainly, I said…
Mr. Jones was born in January in Bristol…
Some people believe
Paragraphing (// NP)
TIPTOP = Time, Place, Topic, Person = New Paragraph
E.g.
Yesterday, we…//Today, was a…
The classroom…//Outside…
She was bursting with joy…//Black clouds were now following her…
“Go outside” exclaimed the teacher
“No, it is freezing”, Sarah shivered violently.
Question Marks (P) ?
Used when asking something
Often used with common command words – Who, What, Where, When, Why, How…
E.g.
Can you pick that up?
More Advanced
Punctuation
Colon (P) :
Used to introduce a list
Used to justify your reasoning
Comma Use (P) ,
Used in a list
Used in embedded clauses
Used for sentences starting with adverbs or connectives
E.g.
Mrs. Jones liked order, routine, lists, focus and control.
The commas, which were imperative, were often missed out.
Interestingly, commas are often missed in this example.
Furthermore, we need…
Semi-colon (P) ;
Used to separate longer linked clauses
Exclamation Mark (P) !
Used for humour
Used to emphasise a point
Used to show surprise or excitement
E.g.
That was a diamond shot! (after he missed the shot)
No, I meant the other one!
How utterly thrilling!
Apostrophe (P) ‘
Used to show possession (belonging)
Used for contractions
E.g.
Bob’s coat
James’ coat
I am = I’m
Does not = doesn’t
Vary Sentence Openings
Use PANIC
P = Preposition E.g. Over there
A = Adjectives/Adverbs E.g. Blue/suddenly
N = Nouns E.g. Tables
I = “Ing” words (active verbs) E.g. Running
C = Connective E.g. Also,
Brackets (P) ( )
Used to include extra information
Ellipsis (P) …
Used to omit
Used to interrupt or as a thought

4. PANIC SENTENCE OPENERS MEANS:
Preposition. Examples: over there, behind, next to etc.
Prepositions usually describe the position of something, the time when something happens and the way in which something is done A
Adjectives/Adverbs. Examples: Red, energetic/sympathetically
Words that describe. Words that describe how an action takes place N
Noun. Examples: Mr. Jones, Mrs. Jones, table, St Bernadette, window
Words that name objects, people and places. (People and places need capital letters) I
“Ing” Words. Example: Running, throwing, skirting etc.
Words that end in ‘ing’ generally these indicate an action (verbs) C
Connectives. Example: Next to, However, Firstly, Secondly, Also, Comparatively
Connectives are words that link sentences, when used at the start of the sentence it indicates that this is a complex sentence

5. 1 - Spelling: Does and Doesn’t
Learn
Does - Doesn’t
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means to do – does or not to do - does not
Doesn’t - Must have an apostrophe between the n and t (n’t)
Often oe is written as ose in the mis-spelling
Why? Your dialect means the way you say it is the way you write it.
Apply
At Sentence Level:
Write the words in a sentence
Write the words in a range of sentences
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis- spell write it at the top of your work as a reminder

6. 2 - Spelling: alternative
Learn
Alternative
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means another possibility or option
Alternative- must have an -e at the end
Often -e is left out in the mis- spelling
Why? Your dialect means the way you say it is the way you write it.
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis-spell write it at the top of your work as a reminder

7. 3 - Spelling: significantly
Learn
Significantly
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means to do something in a significant way. To do something in an important way.
Significantly - Must have -ly at the end
Often -ly is written as -ley in the mis-spelling
Why? Other rules for words have - ley at the end and both sound the same
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis-spell write it at the top of your work as a reminder

8. 4 - Spelling: symbolically
Learn
Symbolically
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means something is being represented or implied
Symbolically - Must have an -ly at the end
Often sym is spelled as sim and the double l is placed after symbol
Why? Y and I sound similar and we usually don’t pronounce the a in cally
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis-spell write it at the top of your work as a reminder

9. 5 - Spelling: exaggerate
Learn
Exaggerate
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means to emphasise how good/worse/better something is
Exaggerate - must have two g’s
Often exaggerate is misspelled by only using one g
Why? Double consonants are often a problem when it comes to misspelling words.
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis-spell write it at the top of your work as a reminder

10. 6 - Spelling: amendment Learn Understand Apply At Sentence Level:
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means a small change, designed to improve a text/legislation.
Often written as amm, which is the mis-spelling.
Why? When you break the word down into sounds, it can sound like there are two ‘m’ sounds at the start of the word.
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis-spell write it at the top of your work as a reminder

11. 7 - Spelling: achieve Understand Apply Learn Achieve
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means to succeed in finishing something or reaching an aim, especially after hard work or effort.
Often ie is written as ei in the mis-spelling
Why? Other words which sound the same - like receive - are spelt with an ei vowel sound.
In this case, remember i before e except after c. Unfortunately there are some exceptions to this rule!
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis-spell write it at the top of your work as a reminder

12. 8 - Spelling: government
Learn
Government
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means the group of people who have the authority to run and manage a country or state.
Often written as goverment, which is a mis-spelling
Why? Your dialect means the way you say it is the way you write it. Quite often, you don’t hear the ‘n’ sound between ‘gover’ and ‘ment.’
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis-spell write it at the top of your work as a reminder

13. 9 - Spelling: guarantee/guaranteed/guarantor
Learn
Guarantee/ guaranteed/guarantor
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Guarantee = assurance that conditions will be met
Guarantor = a person or thing that gives or acts as a guarantee.
Often written as ‘garranty’, which is a mis-spelling
Why? You try and write the word the way it sounds. It also sounds similar to ‘warranty.’
Apply
At Sentence Level:
Write the words in a sentence
Write the words in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis-spell write it at the top of your work as a reminder

14. 10 - Spelling: hindrance Understand Apply Learn Hindrance
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means something that gets in your way or makes things difficult for you.
Often  is written as hinderence in the mis-spelling
Why? Your dialect means the way you say it is the way you write
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis- spell write it at the top of your work as a reminder

15. 11 - Spelling: recommend Understand Apply Learn Recommend
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Can have several meanings: to say someone is suitable for a job; to advise someone to do something.
Often is written without the double consonant in the mis-spelling - recomend
Why? Your dialect means the way you say it is the way you write it.
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis-spell write it at the top of your work as a reminder

16. 12 - Spelling: aggressive
Learn
Aggressive
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Can have two meanings – violent and very likely to attack people or very forceful.
Often written without one of the double consonants - either one a g or a s are in the mis-spelling
Why? Your dialect means the way you say it is the way you write it.
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis-spell write it at the top of your work as a reminder

17. 13 - Spelling: vehicle Learn Understand Apply At Sentence Level:
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means a means/way of transporting/moving people or goods around on land. Often the h is omitted in the mis-spelling
Why? Your dialect means the way you say it is the way you write it.
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis- spell write it at the top of your work as a reminder

18. 14 - Spelling: programme/programming/programmed
Learn
Programme
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Definition: Arrange according to a plan/schedule or a series of codes given to create a function in a computer.
Often it is written in American English: program
As Apple is an American Company it will autocorrect in your phone to the American spelling ‘program’.
In English academia the correct spelling has the double m and e ending: programme.
This is also true when adding the suffix ing and ed: programming and programmed.
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to misspell write it at the top of your work as a reminder

19. 15 - Spelling: occur/occurring/occurred/occurrence
Learn
Occur
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Definition: something that happens or takes place.
Often the number of consonants are incorrect: the correct spelling has two c’s and one r.
It is not unless you add a suffix on the end for example: ing/ed/ence that it changes to two r’s. The reason for this is In English, the final letter is doubled when a word of two or more syllables has stress on the final syllable.
So it remains occur, unless it is becoming occurring or occurred.
Apply
At Sentence Level:
Write the words in a sentence
Write the words in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis-spell write it at the top of your work as a reminder

20. 16 - Spelling: environment
Learn
Environment
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means the surroundings or conditions in which a person, animal, or plant lives or operates.
Often the ‘n’ in the middle is missed out as it is not pronounced. We are more likely to say ‘enviromen(t)’
Remember that the correct spelling of environment has 3 n’s.
It has four syllables en/vi/ron/ment.
This does not change when the suffix (ally) is added as the stress is not on the ‘ment’. Instead it is on the ‘en’ so the number of consonants at the end remains unchanged.
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentences
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis-spell write it at the top of your work as a reminder

21. 17 - Spelling: pronunciation/pronounce
Learn
Pronunciation
Pronounce
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
pronounce definition: to make a sound in a particular way or to announce something
pronunciation definition: the way that a word is spoken
Common errors include pronounciation as this is the logical way of changing pronounce (adding tion on the end) however in this case the word itself must also change
These are actually different words, so to make pronunciation you are not just adding a suffix onto pronounce.
pronunce/pronounse these are common misspellings as they are phonetically how we would say it.
Apply
At Sentence Level:
Write the words in a sentence
Write the words in a range of sentences
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to misspell write it at the top of your work as a reminder

22. 18 - Spelling: necessary Apply Understand Learn At Sentence Level:
Necessary – Unnecessary
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means needs to be done, essential
Necessary - Must have one ‘c’ and double ‘s’
Often it is written without the double consonant ‘s’ in the misspelling or putting the ‘c’ and ‘s’ in the wrong order.
Why? In a word with two or more syllables the final consonant is doubled (‘y’ does not count as a consonant in this case) Also, the ‘c’ and ‘s’ have the same sound in this word.
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis-spell write it at the top of your work as a reminder

23. 19 - Spelling: harass Learn Understand Apply Harass - harassment
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means to pester, pressure or intimidate.
Often written with double consonant ‘r’ or a single ‘s’ in the misspelling.
Why? In a word with two or more syllables the final consonant is doubled
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis- spell write it at the top of your work as a reminder

24. 20 - Spelling: mischievous
Learn
Mischievous
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means having a fondness for causing trouble in a playful way.
Often ‘ie’ is written as ‘ei’ in the mis-spelling or ‘ous’ at the end is written as ‘ious’
Why? Your dialect means the way you say it is the way you write it.
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis- spell write it at the top of your work as a reminder

25. 21 - Spelling: twelfth Apply Learn Understand Twelfth
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means the number twelve in a sequence
Twelfth – has an ‘f’ before the ‘th’
Often the ‘f’ is written as a ‘v’ or the ‘th’ is omitted in the misspelling
Why? It is derived from the word ‘twelve’ which has a ‘v’ not an ‘f’, and your dialect means the way you say it is the way you write it.
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis-spell write it at the top of your work as a reminder

26. 22- Spelling: yacht Learn Understand Apply Yacht Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means a large boat
Yacht – often yaut ‘au’ instead of ‘acht’
“aught” is sometimes used instead if yacht
Why? The silent c often confuses people as it is not a common letter pattern.
Apply
At Sentence Level:
Write the word(s) in a sentence
Write the word(s) in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis- spell write it at the top of your work as a reminder

27. 23 - Spelling: separate Apply Learn Understand At Sentence Level:
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means to move apart
Often separate is written as seperate in the mis-spelling
Why? Often when spoken we pronounce the second syllable in the word with an “e” sound.
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis-spell write it at the top of your work as a reminder

28. 24 - Spelling: existence Learn Understand Apply existence
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Meaning: the fact or state of living (noun)
Existence must be spelt with an “x”
Often existence is also spelt existence
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis- spell write it at the top of your work as a reminder

29. 25 - Spelling: anthology Learn Understand Apply
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
A published collection of poems or other pieces of writing.
Anthology – must use one “l” and end in “gy”
Often “ie” is put at the end of the word instead of “gy”. However, when pluralising the word it should end in “ie”: “anthologies”
Apply
At Sentence Level:
Write the word in a sentence
Write the word in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis- spell write it at the top of your work as a reminder

30. 26 - Spelling: thesaurus Apply Learn Understand
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly
Understand
Means- a book that lists words in groups of synonyms and related ideas.
Thesaurus- Must have an “au” after the s and a “u” between the “r” and “s”
Often the “au” is not acknowledged and instead replaced with an “a”.
Why? Miss pronunciation of the word is often transferred to paper.
Apply
At Sentence Level:
Write the word(s) in a sentence
Write the word(s) in a range of sentence
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis- spell write it at the top of your work as a reminder

31. 27 - Spelling: metaphor Apply Understand Learn
Metaphor n.
Metaphorical adj.
Metaphorically adv.
Look, cover, check
Write it out ten times accurately
Correct any mistakes in your work in green pen
Understand
A metaphor is a language feature in which a word or phrase is applied to an object or action to which it is not literally applicable. E.g. My anger is a mighty fortress.
In the misspelling, the ‘ph’ may be mistaken for an ‘f’. A letter ‘e’ may also be added to the end.
Why? There is a confusion between the end of ‘before’ and ‘metaphor’ as the end of these words sound identical.
Apply
This word will be very useful when you describe a writer’s choices.
At Sentence Level:
Write the word(s) in a sentence
Write the word(s) in a range of sentences
Find and fix the incorrect spelling in the passage
Master it:
Write the correct spelling in the back of your book and explain why it is important to remember to spell it accurately. Use this area as a reference guide for yourself.
Remember it:
If you know it is a common word for you to mis-spell write it at the top of your work as a reminder

32. 28 - Spelling: Shakespeare/Shakespearean
Learn
Shakespeare n.
Shakespearean adj.
Look, cover, check
Write it out ten times accurately
Go over your work and adapt using a green pen every time you have used it incorrectly or forgotten to use a capital ‘S’.
Understand
Shakespeare is a world famous playwright and poet.
There are several misspellings, including forgetting the ‘e’ after the ‘k’ or forgetting the final ‘e’
Sometimes people may also may misspell the last syllable (peare), by omitting the ‘a’
Why? The English language has many ways of making this sound, including: pier, peer.
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33. 29 - Spelling: assessment
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Assessment n.
Assess vb.
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Assessment is the action of assessing (testing) someone or something
This word is challenging to spell correctly because of the pair of double ‘s’.
Why? You may remember that it contains double s but forget that that it happens twice within the word.
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34. 30 - Spelling: nuance Learn Understand Apply At Sentence Level:
Nuance n.
Nuances pl.
Nuanced adj.
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Nuance means a subtle difference in terms of expression or meaning.
The misspelling is often in the first syllable: nu-
Why? There are many ways of creating this sound in the English language, including: new, neu.
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35. 31 - Spelling: sibilance Learn Understand Apply At Sentence Level:
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Means the repeated s sound in writing
Often a replaced with e or the i is missed out
Why? This is a subject specific terminology and not commonly used, therefore easy to make a mistake with
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36. 32 - Spelling - Homophones: whether/weather
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Whether
Weather
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Weather means the state of the atmosphere
Whether means if you should do something
Why? Mixed up as they sound the same when said
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37. 33 - Spelling - it’s/its Learn Understand Apply At Sentence Level:
It’s = it is (not its)
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Means it is not its which is the possessive form
it’s - Must have an apostrophe between the t and s (it’s)
Often its is used instead of the contraction
Why? When writing it is easy to mix the two versions up. Often students don’t know the possessive form
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38. 34 - Spelling: actually Learn Understand Apply Actually
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Means the truth of a situation
Actually – often spelt with one l
Often the a is missed out
Why? Your dialect means the way you say it is the way you write it.
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39. 35 - Spelling: linguist/linguistic
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linguistic
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Means a person skilled in other languages or relating to the study of language
U is often left out
Often it is written as the sound w (lingwist) in the mis- spelling
Why? The sound is easy to misrepresent in written form and it is a non-common word, therefore not used often.
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40. 36 - Spelling: denouement
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denouement
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Means the ending in a story where everything is drawn together
Often the 2nd e is left out
Often a double oo is written den-oo-ment
Why? We are not used to triplets of consonants in words, so easily miss these out
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41. 37 - Spelling: structure Understand Apply Learn At Sentence Level:
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Means the understanding of the organisation of a whole text in a piece of literature
Structure often spelt without the e
Or, ere is used instead of ure
Why? The silent e at the end of the word is not heard or it is said with the e sound
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42. 38 - Spelling: simile Learn Understand Apply Simile Look, cover, check
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Means to compare two objects using like or as
Simile – leaving out an I is common
Leaving off the e at the end of a word
Why? Your dialect means the way you say it is the way you write it.
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43. 39 - Spelling: playwright
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Playwright
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Means the person who wrote the play
Often spelt with right at the end
Often spelt as two words play write
Why? It is a non-standard word and therefore you default to what you are familiar with
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44. 40 - Spelling: romantic Learn Understand Apply romantic
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Means to have feelings of love for another
Often the a is left out
Often the tic is ce at the end and while this spells romance it is used incorrectly
Why? Sometimes you mix up what word it should be
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45. 41 - Spelling: onomatopoeia
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onomatopoeia
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Means the sound of the object/noise is reflected by the word
Oeia at the end is often confused
The vowels are confused throughout the word
Why? It is a word with an unusually high number of vowels.
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46. 42 - Spelling: epistrophe
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Epistrophe
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Means repetition at the end of clauses or sentences
E at the start changed to a
E left off or vowels mixed up
Why? Your dialect means the way you say it is the way you write it.
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47. 43 - Spelling: juxtaposition
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Juxtaposition
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Means to contrast deliberately two things close together in a text
a is often left out
Often position at the end often misspelt
Why? It is not a common everyday piece of vocabulary
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48. 44 - Spelling: soliloquy Learn Understand Apply
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Means a lengthy speech that is said by the character alone on stage to show the characters feelings
o is often left out
u at the end often replaced by an e
Why? Non-standard word with a lot of vowels
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49. 45 - Challenge spelling: tragic and tragedy
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Tragic and Tragedy
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Tragic = extreme distress or sorrow
Tragedy = an event causing extreme distress
Often the two words are mixed up
The e is often left out in tragedy or a d added (tradgedy)
Why? Uncertainty about the meaning of the word leads to confusion
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50. 46 - Challenge spelling: affect and effect
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Affect and Effect
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Affect = the action that takes place
Effect = the impact of doing something
Often the two get confused
Why? They are similar in sound and meaning but only marginally different
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51. 47 - Challenge spelling: practise and practice
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Practise (verb)
Practice (noun)
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Practise = perform a skill repetitively
Practice = the way of doing something
Often these are mixed up when used
Why? Misunderstanding which form is correct in the sentence you are writing
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52. 48 - Challenge spelling: except and accept
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Except and Accept
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Except = not including something
Accept = saying you will take something
Doesn’t - Must have an apostrophe between the n and t (n’t)
Often oe is written as ose in the mis-spelling
Why? Your dialect means the way you say it is the way you write it.
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53. 49 - Grammar: could of = could have
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Could have
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Means that you could have done something
Could have or could’ve must be used to make the sound ‘could of’
Often have or ‘ve is written as of in the error
Why? Your dialect means the way you say it is the way you write it.
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54. 50 - Grammar: they is = they are
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They are
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Means they are (more than one person)
They suggests plural (more than one) so you must use are (plural)
‘Is’ used incorrectly with they (more than one)
Why? Your dialect means the way you say it is the way you write it.
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