Mr Skip by Michael Morpurgo

‘Mr Skip’ by Michael Morpurgo

ISBN 978-0-00-747678-7

Lesson Plan 2: Spelling

The texts in the Reading Attic have been chosen to represent the interestlevel of the year group, and because the writing and plot-lines mean that they are likely to appeal to children and encourage them to read the whole book. As we have concentrated on interest level and quality of writing, it does mean that the extractsmay be challenging for some children to deconstruct, so they may need additional support here. The Reading Attic is about encouraging children to read for pleasure; in encouraging them to read the whole book,it does mean that not all children will be able to complete activities unaided in this section of Treasure House.

Curriculum links

The National Curriculum in England (2014)

Pupils should be taught to read fluently, understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasure.

English Years 3–4 Programme of Study

Reading – word reading:

Pupils should be taught to apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet

Writing – transcription:

Spelling

Pupils should be taught to use further prefixes and suffixes and understand how to add them (English Appendix 1):
the suffix -ly
Pupils should be taught to spell words that are often misspelt (English Appendix 1)

Background information

In this extract, Jackie plans to repair Mister Skip, a gnome she found in a skip, so she can give him to her mum as a present.

Teaching input

Read the extract to the class or select children to read it. Briefly discuss the contents of the extract: what has happened and how the characters are feeling. The online activities use the extract as a stimulus to learn about the suffix-ly.

Explainto children that a suffix is an ending added to a word to turn it into another word. The suffix
-ly is added to an adjective to form an adverb. (Check that children are secure with the concepts of adjectives and adverbs.) The suffix -ly starts with a consonant letter, so it is added straight on to most root words (for example, usual + ly = usually). However:

If the root word ends in a consonant and then -le, the -le is changed to -ly (for example, noble + ly = nobly).
If the root word ends in -y and has more than one syllable, the letter y is changed to i(for example, happy + ly = happily).
If the root word ends in -ic, -ally is added rather than just -ly (for example, basic + ly = basically). There is one exception to this rule: public becomes publicly.

Ask children to suggest short sentences using one or more of these words, trying to link the sentences to ‘Mr Skip’ if possible.

Complete the questions as a class or individually.

Group/Individual activities

Lower ability: Word dictations – Provide pairs or small groups with word cards containing the focus words for spelling (one word per card). Children take it in turns to select a card and read it to their partner or the group. The other children write down the word on paper or mini whiteboards. Children can then mark each other’s words.

Mid-range ability: Sentence dictations – Ask the children to work in pairs or small groups to put all the focus words for spelling into ‘Mr Skip’-themed sentences. Children take it in turns to select a sentence and read it to their partner or the group. The other children write down the word on paper or mini whiteboards. Children can then mark each other’s sentences.

Higher ability: Short story challenge – Ask the children to write a short story about Jackie or Mr Skip using all of the spelling focus wordsyou have used during the teaching input. They then read their stories to the group. Extension: Can you find other words with the same suffix?

Answers

The questions will check children’s understanding of the teaching focus, and can be used as a whole-class task or can be completed by individuals.

1)sudden; ly [1 mark]

2)ab; ly [1 mark]

3)a) d) e) [3 marks, 1 per correct answer]

4)funni; ly [1 mark]

5)dramatic; ally [1 mark]

6)b) d)[2 marks, 1 per correct answer]

7)hungrily; badly[2 marks, 1 per correct answer]

Further assessment opportunities

Take the opportunity to discuss words that end in a vowel and then -le (for example, sole/solely, vile/vilely), and that take -ly irregularly (for example, true/truly, due/duly, whole/wholly). Note children who have difficulties with the spelling tasks – are they able to hear and pronounce the words accurately?