9 year old spelling words

The Basic Spelling Vocabulary List

By: Steve Graham, Karen R. Harris, Connie Loynachan

This list was created to help teachers know which spelling words should be taught to kids in grades 1–5. The list contains 850 words that account for 80 percent of the words children use in their writing — the ones they need to be able to spell correctly.

This list was devised to help educators know which spelling words should be taught to children. The list contains 850 words that account for 80 percent of the words children use in their writing — the ones they need to be able to spell correctly.

Mastering this relatively small corpus of words yields a high rate of return. For example, the most common 1,000 words are used 13 times more frequently than the next most common 1,000 words. It also provides teachers flexibility in planning spelling instruction, providing an opportunity to give children the "basics" while supplementing with other spelling words germane to classroom activities.

Grade level for each word was determined based upon difficulty, pattern of occurrence in children's writing across grades, and grade placement on current vocabulary lists and spelling materials.

Words that children have difficulty spelling correctly are marked with an asterisk.

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Graham, S. , Harris, K.R. and Loynachan, C. (1993). The Basic Spelling Vocabulary List. Journal of Educational Research 86(6) 363-368.

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Spelling in Year 5 (age 9–10)

In Year 5, your child will be spelling more complicated words with increased accuracy.

Read on to discover the National Curriculum expectations for spelling in Year 5, and to find out how you can support your child at home.

What your child will learn

Take a look at the National Curriculum expectations for spelling in Year 5 (age 9–10):

Using more prefixes and suffixes

Suffixes are morphemes (groups of letters that mean something on their own) that are added at the end of a root or root word to change the meaning. Prefixes are morphemes added at the front of a word.

In Years 5 and 6, your child will learn about lots of prefixes and suffixes to spell longer words and change the meaning of those words.

Spelling some words with ‘silent’ letters

Some words include letters that were sounded hundreds of years ago but aren’t sounded in modern English. For example, in ‘knight’, there used to be a ‘k’ sound before the ‘n’. Now the pronunciation has changed, but the spelling hasn’t, so the word includes a ‘silent’ letter that cannot be predicted from how the word sounds. Words like this can be very tricky to spell.

In Years 5 and 6, your child will learn some of these words, including:

doubt, island, lamb, solemn, thistle, knight

Knowing the difference between homophones and other confusing words

Homophones are words that are spelled differently and have different meanings, but are pronounced in the same (or almost the same) way. They are often confused in children’s writing. In Years 5 and 6, your child will be taught the difference between:

Aisle/isle, aloud/ allowed, affect/effect, altar/alter, ascent/assent, bridal/ bridle, cereal/serial, compliment/complement, descent/ dissent, desert/dessert, draft/draught, farther/further/father, guessed/guest, heard/herd, led/lead, morning/mourning, past/passed, precede/proceed, principal/principle, profit/prophet, stationary/ stationery, steal/steel, wary/weary, who’s/whose

Using morphology and etymology in spelling

​Morphemes are the smallest units of meaning, the units of grammar and syntax. Every word in English is made up of one or more morphemes. Learning about these morphemes is called morphology. A morpheme can be an individual root word, such as ‘cat’ or ‘happy’. A morpheme might be a root – the basis of a word – or it might be a prefix or suffix that joins onto a root. Each morpheme has its own meaning, but it often joins together and works with other morphemes to make a word.

Knowledge of roots words can also help when a word isn’t spelled using the most obvious set of letters to represent the sounds. For example, knowing that that science, conscious, and conscience all share the same Latin root can help us to remember tricky ‘sci’ spellings.

Etymology is the study of the origins of words. This includes their history, and how their form and meaning has changed over time. This is useful for spelling words originally from other languages and words that use groups of letters that aren’t the ones we’re expecting.

Checking spellings in a dictionary

​In Years 5 and 6, your child will continue to check the spellings of their words using an age-appropriate dictionary. Find out more about how dictionaries can help your child learn on our Children’s dictionaries page.

Using a thesaurus

​In Year 5, your child will start to use a thesaurus to explore word meanings and to find alternatives for different words. Find out more about how thesauruses can help your child to expand their vocabulary on our Children’s dictionaries page.

How to help at home

There are lots of ways you can help your Year 5 child with spelling. Here are our top ideas.

1. Help with spelling homework

If your child is struggling with a spelling list they have been asked to learn, here are a few ideas to help:

• • Remind your child to regularly check through their writing for spelling errors. They need to develop a feel for whether a word looks right. They could underline words they are not sure of and then check with a dictionary.
  • Use over-pronunciation. So for Wednesday, encourage children to say Wed-nes-day as they write. There are lots of words which feature sounds that aren’t always pronounced clearly (such as words ending in -ed), and over-emphasising these while spelling them out can help fix the spelling in your child’s memory.
  • Ask your child to write down the words that they need to remember how to spell. The physical act of writing the words by hand helps to anchor the spelling in children’s memories and encourages them to think about the letters that represent the sounds in the word. Typing the words into a PC or tablet isn’t as effective.
  • Focus your child’s attention on the tricky bits in a word by asking them to highlight them. For example, show them that said has ‘ai’ in the middle and ask them to write the word, and then highlight or underline this part to help them remember. Few resources are more motivating than a highlighter pen for primary-aged children!

2.

Playing games can help children to learn about spelling in an enjoyable way. Watch grammar expert Charlotte Raby’s video ‘How can I help my child with grammar, punctuation and spelling?’ to see some fun and easy games:

Video playlist: How can I help my child with SPaG?

Charlotte Raby offers her expert advice for helping your child develop their grammar, punctuation, and spelling skills at home.

Online games such as Word Worm can be motivating, and so can more traditional games like hangman. Making silly sentences can be great fun too. Challenge your child to write a silly sentence, including as many of the words on their spelling list as possible.

For example, your child may have to learn ‘room took hoop foot book’. They could make up a silly sentence such as ‘The boy took his book across the room but got his foot caught in a hoop’. Why not draw illustrations to go with the sentences?

3.

Learning to spell is a gradual process and mastering English’s complex spelling system can take time. All children are different: some pick up spelling quickly, while others take longer. Whatever their level, we have lots of free spelling activities to support them.

Year 5 & 6 spelling word list

100 words children are expected to be able to spell by the end of Year 6.

Н and НН in different parts of speech - rules and spelling

It's time to understand one of the most unloved topics in the Russian language by schoolchildren - one and two Н in parts of speech. We promise - we will do it so that this topic no longer causes you a range of bad feelings. 😌

In this article we will look at all the rules and exceptions that relate to the spelling H and HH. We will analyze each of them with an example to clearly show how it works. Read to the end - there you will find a summary table on this topic.

HH and H in denominative adjectives

When HH is needed in denominative adjectives

Let's analyze the cases in which it is customary to put a double H in adjectives that are formed from nouns.

1. When the stem of the generating word ends in -н and the denominative adjective has the suffix -н- .

2. When the denominative adjective has the suffix -onn- or -enn-.

   Exception: windy (person).

Please note!

In adjectives that are formed from the word wind in an adjectival-suffixal way, НН : windy, windless , etc.

you need to write one letter

1. When the stem of the deriving noun ends in -н and the denominative adjective has the suffix -й .

2. If the adjective contains the suffixes -in-, -an- or -yan- .

   Exceptions: pewter, wood, glass . They are easy to learn from the “ancient window” reminder: it has glass, pewter handles and wooden frames.

Please note!

In short forms of denominative adjectives and in adverbs, you need to put as much Н as in their full forms.

Check yourself

Read the adjectives below and fill in the gaps H or HH . Explain why you chose one option or the other.

Sensational, ventilation, tiger, appeal, tar, snake.

Russian Demo Lesson

Take the test at the introductory lesson and find out what topics separate you from the "five" in Russian.

H and HH in verbal adjectives and participles

When HH is needed in verbal adjectives and participles

Let's analyze all the cases when you need to put double H in these parts of speech.

1. If a verbal adjective or participle is formed from a perfective verb, it is written HH.

   Exceptions: wounded, planted, named (brother).

2. If there is any other prefix in the word, except for not - , it is worth writing HH.

3. If the word has the suffix -ova-, -eva-, -irova-, you need to write НН.

   Exceptions: hammered, chewed, pecked .

4. If a verbal adjective or participle has dependent words, they write HH in it.

When verbal adjectives and participles need H

Now let's discuss the cases when in the words of the same parts of speech you need to write one letter H .

1. One H is written in short participles.

2. In verbal adjectives, which are formed from imperfective verbs, without prefixes and dependent words, one N should be written.

   Exceptions: slow, desired, desperate, done, sacred, read, given, minted, cursed, cutesy, unexpected, unexpected, unheard of, unseen, unexpected, unexpected .

3. In compound adjectives, which are formed from two words, with the prefix re- in the second part, one N is also written.

Test yourself

Read the adjectives and participles below, fill in the gaps H or HH . Explain why you chose one option or the other.

Repainted, scattered, heard, desperate, newly painted table.

To make it easier for you to return to the spelling of double N, we have collected all the rules in one summary table below. Enjoy!

Learn the spelling of Н and НН in different parts of speech with us in Skysmart online Russian language school. At the introductory lesson, the methodologist will help the student determine the level of knowledge and adjust the program to the goal. We will help you understand this and other complex topics in order to improve your grades in school and love the subject.

Russian cheat sheets for parents

All Russian language rules at hand

The Supreme Court clarified how to calculate the statute of limitations in civil cases

This rule was introduced to add certainty to our relationship. Prior to that, the statute of limitations in civil disputes was almost eternal. That is, there was a bar of 3 years. But there was a stipulation that the counter starts ticking from the moment the person found out about the violation of their rights.

Therefore, theoretically, a person could come in twenty years and say: "I just found out." So the three-year statute of limitations began to run from that moment. Of course, each time the courts decided separately from what moment to consider the statute of limitations, and did not always accept the plaintiff's arithmetic. However, there was still a constant risk that even after decades a person would have to fight off some overgrown claims.

Now everything is simple and concrete. But life is more difficult. In practice, a lot of problems have arisen. Let's say what to do with those who gave loans without setting specific terms for its return? When is the statute of limitations for them?

Illogical answer: from the very minute that the person loaned money. After all, then it turns out that he should have almost immediately sued, demanding the return of the money. Meanwhile, for some time, the hope lived in the person that the money would be returned.

Should the statute of limitations countdown be enabled during hope? Meanwhile, this is a real case from judicial practice. A certain citizen back in 2000 gave a loan to three people. In legal terms: I signed three loan agreements. Moreover, the contract did not specify a specific date for the return of money.

After 13 years, the man filed a lawsuit. The first instance sided with him and collected the debts with interest. But the Court of Appeal overturned the decision due to the expiration of the statute of limitations. After all, the law has changed, the deadlines have become more stringent. And since no deadline was set for the return of the money, it turned out that the 10-year period began to run from the moment the debtors took the money.

Therefore, after the entry into force of amendments to the Civil Code on a strict limitation period, the possibility of collecting old debts that arose in 2003 and earlier actually ceased.

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