Spelling worksheets
Free worksheets: Spelling, KS2
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Spelling patterns: the prefix dis-
A KS2 literacy worksheet created by an experienced teacher to practise adding the prefix dis- to a word. Discover prefix definitions, examples of the prefix dis– and how prefixes are taught in primary school.
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 in -ough
Words containing ‘ough’ are always tricky to remember! Practise writing these sentences to help you learn the spellings. First, look at the sentence and then copy it. Then get an adult to read them both to you so that you can write it without looking. Ask an adult to underline any -ough words you got wrong. Now do a spelling speed check – how many times can you write it in 20 seconds?
Spelling patterns: words ending in -sion and -tion
Cut out these cards and sort them into two groups: words ending in -sion and words ending in -tion. Practise copying each word onto a separate sheet of paper. Ask an adult to muddle up the words and then test you on the spellings.
Spelling patterns: the suffix -al
Look up these words in the dictionary and write down what they mean. Practise spelling each word by looking at it, covering it over, writing it on a separate piece of paper, then checking if you were right.
Spelling wordsearch: the suffix -ment
Each of these words ending in -ment is hidden in the wordsearch below. Can you find them and insert them into the sentences below?
Matching words: the suffix -ness
Can you cut out the -ness words and some sentences which define them and match them up correctly?
Crazy sentences: words containing ‘ss’
All these words have ‘ss’ in the middle. Do you know what each one means? Practise writing each word by looking, covering the word, writing it and then checking to see if you were right.
Changing verbs into adjectives with the suffix -able
When you use the suffix -able, it is to change a verb into an adjective. For verbs ending in ‘e’, take the ‘e’ off before adding -able. For verbs ending in ‘y’, change the ‘y’ to an ‘i’ before adding -able. Can you spell these words with the -able suffix attached?
Writing questions with wh words
Can you write some questions in the speech bubbles using the ‘wh words’ to help? Don’t forget your question marks!
Words ending in -ing and -ly
Cut out the shape below. Fold along the lines and stick the flaps to make a word endings cube. Take turns to roll the dice and write down a word that ends with that spelling pattern. Compete with another player to see who can think of the most words! How many words can you think of? Write them in the table!
Their or there?
The two different ways of spelling this word are for two different meanings. If you’re talking about the place there it’s THERE. If it’s something belonging to someone (e.g. their house) it’s THEIR. Remember the difference by thinking there has the word 'here' in it. See if you can put the correct spelling of their/ there into these sentences.
Spelling patterns: 'igh' and 'i_e' (Phase 5 phonics)
Read these words and use them to fill in the blanks in the sentences. We are practising spelling words with 'igh' and 'i_e'.
Sound buckets: using ‘ir’, ‘or’, ‘ar’ and ‘ur’ (Phase 5 phonics)
Choose a sound from two or three of the buckets and see how many words you can make.
High frequency words sentence challenge
Cut out this shape. Fold along the lines and stick down the flaps to make a cube. Roll the word die, then roll it again. Can you write a sentence with both of those high frequency words in? If you roll the same word twice, can you fit it into your sentence twice? Then write your sentences down.
Correcting spelling using phonic knowledge
Sammy has had a spelling test today. Some of the words he has written correctly, others he has got wrong. Can you put a tick next to the words he has spelled correctly and help him by writing the wrong words out properly below?
Breaking words into phonemes: sound button (Phase 5 phonics)
This worksheet focuses on breaking words into phonemes. Look at these words, then use the sound button as you read them out! Press the button underneath the word, say the sound then say the word.
Alphabetical ordering
Can you cut out the words below and put them in alphabetical order? Use the alphabet at the bottom of the page if you need to!
Y2 spelling: high frequency words
High frequency words are used a great deal in written texts. Children will find that they will use them a lot when they are writing, which is why it is really important to learn the correct spellings!
Spelling words ending in -le
Words ending in -le can be tricky to spell. Look at these words and practise writing them three times in the box to the right of each word. Next, get someone to read the words out loud to you and write them on a separate piece of paper.
Spelling patterns: the prefix dis-
A KS2 literacy worksheet created by an experienced teacher to practise adding the prefix dis- to a word. Discover prefix definitions, examples of the prefix dis– and how prefixes are taught in primary school.
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?