Spelling worksheets
Free worksheets: Spelling, KS2
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Spelling patterns: the prefix dis-
When you add the prefix ‘dis-’ to a word, it gives the word the opposite meaning. Look at these sentences. Some of the words are missing. Can you add them in the correct places?
KS2 high frequency words flashcards
After learning to read and spell the most common words in Reception and KS1, your child will move on to a longer list of common words including 'brought' and 'thought'. Support their learning at home with our KS2 high frequency words practice flashcards.
Spelling patterns: words ending -cian / -ssion
Cut out the words words ending -cian / -ssion. Practise learning each one by looking closely at it, then turn it over to see if you can write it correctly. Once you have learned them, try these tongue-twisting sentence activities!
Spelling patterns: the prefix auto-
Look up these words in the dictionary and write their definitions below. What do you think the prefix auto means?
Identifying silent letters
All of these words contain a silent letter. This means that the sound of that letter is not made when the word is spoken. Cut out the words above. Can you arrange them into the correct lists below and stick them down?
Spelling patterns: words ending -ve
All these words end in -ve (not many English words end in -v without an ‘e’!). Some of them have a long vowel sound (like ‘five’) and some of them have a short vowel sound (like ‘give’). Can you sort them into words with short vowels and words with long vowels?
Spelling patterns: words ending -que / -gue
In words like antique and catalogue the letters ‘que’ make the /k/ sound and the letters ‘gue’ make a /g/ sound. Look at the clues on the left and then enter what you think is the correct word (from the group above) into the code grids below. At the end, see if you can work out the mystery word using the codes.
Spelling patterns: words ending -ey
In these words the /ee/ sound is written with the grapheme ‘ey’. Look through this nonsense passage and underline the ‘ey’ words. Then write each word out three times to help you learn them
Spelling patterns: words ending -ably / -ibly
Each of these adverbs ends in -ably or the less common suffix -ibly. See if you can put each of the words into the correct gaps in these sentences.
Spelling patterns: words ending -able and -ible
The endings -able and -ible are both common adjective spelling patterns and they usually sound the same, which can make it tricky to know which is the correct spelling. Add the correct suffix to each of these words then see if you can find them in the wordsearch.
Spelling patterns: words containing ‘ch’ as a /sh/ sound
All these words contain the letters ‘ch’ but they make the sound /sh/. Each of these words fits with a clue in the crossword below. Can you work out where all the words go to solve the puzzle?
Spelling patterns: the suffix -ly
Words ending -ly are used to describe how something is done; they are called adverbs. Cut out these cards and match up the root words on the left with the suffix -ly on the right, then decide which words go in each sentence.
Spelling patterns: the suffix -less
When the suffix -less is added to the end of adjectives the new word indicates the absence of the root word. For example, a person without hope is hopeless. Fill the correct word in these sentences.
Spelling patterns: the prefix super-
Underline all the words with the prefix super- you can find in the passage. Then write each word in the column on the left. Now look up the word’s meaning in a dictionary and write it in the column on the right.
Spelling patterns: ‘wa’ or ‘qua’ words
When the graphemes ‘w’ or ‘qu’ are followed by the single vowel ‘a’, it usually represents the /o/ sound as in swan. For each of these words, add an ‘a’ to complete the word. Say the
word out loud. Can you hear how the ‘a’ makes an /o/ sound? Then have a go at the wordsearch.
word out loud. Can you hear how the ‘a’ makes an /o/ sound? Then have a go at the wordsearch.
Spelling patterns: ‘or’ representing the /er/ sound
The letter ‘w’ followed by the ‘or’ grapheme makes the /er/ sound as in worm. Can you work out where these words should go in these sentences?
Phase 3 phonics sound snap: the /ure/, /ur/ and /er/ blends
Let's play a game of snap! Listen out for the /ure/, /ur/ and /er/ blends.
Phase 3 phonics sound snap: the /igh/, /air/, /ear/ and /ure/ blends
Let's play a game of sound snap. Listen out for the /igh/, /air/, /ear/ and /ure/ blends!
Phase 3 phonics sound snap: the /ee/, /oo/ and /oo/ sounds
Let's play a game of sound snap with the /ee/, /oo/ and /oo/ sounds. Just cut out the card, shuffle and deal!
Phase 3 phonics sound snap: the /ar/, /or/ and /ur/ blends
Let's play a game of sound snap! Listen out for the /ar/, /or/ and /ur/ blends.
Phase 2 phonics sound snap: middle sound
Let's have a game of snap! Can you hear the middle sound in these words?
Phase 2 phonics sound snap: first sound
Let's have a game of sound snap. Just cut out the snap cards, shuffle up, and deal out!
Doubling the end letter when adding -ing
Most words longer than one syllable that have the stress on the last syllable when you say them and end with a single consonant, we double the last letter when adding the suffix -ing. Can you cut out the jumbled-up cards and make the five -ing words? Then see if you can fit them into the sentences.
Decoding puzzle: words containing ‘o’ sounding like /u/
This list of words include an ‘o’, pronounced as the short vowel sound /u/. Look at the clues on the right and enter the words into the boxes on the left. Use the code numbers above each letter to work out the mystery word at the bottom of the sheet.
Adding -ies to form the plural
In these nouns the final -y is preceded by a consonant. When the singular word is made plural (when there is more than one) the -y is made into an i and -es is added. Can you complete these sentences?