nicolette lewis new national curriculum ks1 spelling...

Nicolette Lewis

New National Curriculum

KS1 Spelling

Medium Term Planning (2014)

Phase 5/6 Letters and Sounds (L & S) – aligned with the new national

curriculum

(To be used alongside Appendix 1 (pages 39 - 48) from the ‘New English

Curriculum’) See EYFS Letters and Sounds folders for other phases.

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Guidance on the use of the Phase 5/6 pathways. We have produced two different pathways:

Phase 5 only (for year 1 classes) Phase 5/6 for mixed Y1/2 classes, and Y2 classes

The Phase 5 pathway is pretty straightforward if you are teaching only Y1. If you are following the Phase5/6 pathway, there are two different ways of using it, depending on your context:

1. Mixed age classes: The basis for your daily phonics session should be teaching Phase 5. The Phase 6 related areas can be taught as extension and differentiation, or could be used in guided group teaching to support the Y2 pupils.

2. Y2: The basis for your teaching should be the Phase 6 detail, but we suggest that the Phase 5 plan should be used to structure revision. Most children working within Phase 6 in Y2 still need to revise and consolidate the Phase 5 grapheme choices and alternative pronunciations. The amount of time and detail paid to revising the Phase 5 elements will depend on the needs of the children, but the weekly progression will ensure that all elements of Phase 5 are consolidated. Rationale for phase 6 pathway:

New or rarer GPCs to be taught have been mapped out across the year to link to related phase 5 GPCs. An emphasis on alternative pronunciations has been maintained through weeks 6-9. New spelling knowledge has been mapped to link, where possible, to Phase 5 teaching. Spelling strategies have been mapped into specific weeks to be taught explicitly. Once taught, they should be constantly practised and applied.

New NC 2013

Where GPCs previously taught in Phases 2 and 3 appear in the Y1 statutory requirements, these have not been added to the Y1 Phase 5 pathway. It is recommended that these are still taught in Reception.

Common exception words should include tricky words already detailed in the pathway. Teachers are reminded that there are no statutory common exception words in the new NC at KS1 except the days of the week in Y1. We recommend that the Letters and Sounds tricky words are taught, plus any others the teacher thinks necessary/appropriate. The days of the week now appear as a specific focus in certain weeks in the pathway but teachers are advised to also teach these Mon-Friday on the relevant day for continuous consolidation.

In line with NC requirements, some spelling knowledge has moved from Y2 (Phase 6) to Y1, eg suffixes, and some rarer GPCs previously in Y1 have moved to Y2.

Where expectations for Phase 5 or 6 have now been moved to Year 3/4 or Y5/6, these have been taken out and included in the spelling pathway for KS2 (eg ough)

New elements for spelling in Phase 6 are homophones, which have a greater emphasis, and possessive apostrophes.

Where words are underlined they are mentioned as NC example common exception words (non- statutory).

Word reading statutory requirements for Years 1 and 2 have been added into weeks 6-9.

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Phase 5 Phase 6

Week Teach Tricky words Teach

Phase 5 Weeks 1-5: teaching an alternative grapheme for known phonemes.

What have children already been taught?

One representation for each phoneme (identified below)

To segment and blend words with CVC, CCVC, CVCC, CCVCC and some polysyllabic words (including compound words).

Tricky words Phases 2-4

Develop a fluent joined style is an important part of learning to spell and the teaching of spelling and handwriting should be closely linked. (See p186 L and S)

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practise recognition and recall of phase 2,3 and 5 graphemes as learnt

practise reading and spelling words with adjacent consonants and newly learned graphemes

practise reading and spelling HF and polysyllabic words

Practise reading and writing sentences

ay as in day (know ai as in rain) ea as in eat (know ee as in weed) ie as in tie (know igh as in night) aw as in saw (know or as in for) Teach compound word: playground

Read: Mr, Mrs Write: some come Teach day of week: Monday

Teach, practise and apply spelling strategies at the point of writing p185 and poster on p192 (L and S) 1. Say the word, segment into phonemes and

choose graphemes. For longer words spilt into syllables first (p175 L and S)

2. Think of other words that sound the same. Does that help you to spell the word? (Analogy)

3. Use your spelling log, word bank, environmental print, working wall.

After writing: Teach children to use a dictionary to check their spelling at the proof-reading stage, and how to use a spell-checker appropriately p186 (L and S) Check writing for mistakes in common exception/tricky words. Teach homophones: sea/see

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ue as in blue (know oo as in moon) e-e as in these (know ee as in weed and ea as in eat) i-e as in like (know igh as in night and ie as in tie) wh as in when (know w as in wood) Teach syllables eg bluebell

Read: people, oh Write: said, have Teach day of week: Tuesday, Friday

Teach, practise and apply spelling strategies at the point of writing p185 and poster on p192(L and S)

1. Say the word, segment into phonemes and choose graphemes. For longer words spilt into syllables first (p175 L and S)

2. Think of other words that sound the same. Does that help you to spell the word? (Analogy)

3. Use your spelling log, word bank , environmental print, working wall

After writing: Teach children to use a dictionary to check their spelling at the proof-reading stage, and how to use a spell-checker appropriately (p186 L and S) Check writing for mistakes in common exception/tricky

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words.

Teach homophones: blue/blew

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o-e as in home (know oa as in boat) ph as in photo (know f as in fort) ou as in out (know ow as in cow) au as in Paul (know or as in for and aw as in saw) Revise compound word: playground

Read: looked, called Write: like, so Teach day of the week: Wednesday Teach common exception word: house

Teach children how to learn and practise spellings including words taught in new knowledge, common exception/tricky words and individual target words.

1. identify the tricky part of the word p 178 2. use a memory strategy to support you with

learning the tricky part of the word. See p179 – 183 (L and S) for memory strategies, activities and routines

Secure the spelling of the first 100 high frequency words and use these to practise learning and remembering with the above strategies. Teach homophones: hole/whole, flour/flower Teach common exception word: hour

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oe as in toe (know oa as in boat and o-e as in home) oy as in boy (know oi as in coin) ew as in new (know oo as in moon and ue as in blue) Teach syllables (eg toenail)

Read: asked, their, Write: there, were Teach: Sun/day (syllables)

Teach children how to learn and practise spellings including words taught in new knowledge, common exception/tricky words and individual target words.

1. identify the tricky part of the word p178 2. use a memory strategy to support you with

learning the tricky part of the word. See p179 – 183(L and S) for memory strategies, activities and routines

Secure the spelling of the first 100 high frequency words and use these to practise learning and remembering with the above strategies Move onto the next 200 common words on p195 as required. Teach homophones: new/knew Teach common exception word: beautiful

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practise reading and spelling words with adjacent consonants

u-e as in rule (know ew as in new, oo as in moon and ue as in blue) a-e as in make (know ai as in rain and ay as in day) ir as in girl (know ur as in fur) Teach compound word: bedroom

Revise tricky words Thursday, Saturday (know ur as in fur)

Teach : ur/ - hurt, er – her, ir – girl, or – work (ear – learn, our – journey, ere – were) The /ur/ sound after w: When an /ur/ sound follows the letter w (not qu) it is usually spelt or, e.g word, worm, work (were is an exception) (p187 L and S)

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and newly learned graphemes



Move onto the next 200 common words on p195( L and S) as required Teach homophones: to/two/too

Once strategies at the point of writing and learning new spellings are taught in Phase 6, they need to be constantly practised and applied which may involve returning to elements of these strategies as part of your teach session later in the year.

Nicolette Lewis

Week Teach Tricky words Links to Phase 6

Weeks 6-9: teaching alternative pronunciation for known graphemes

What have children already been taught:



Alternative graphemes for 18 phonemes

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practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned.




i as in find (know i as in fin) o as in cold (know o as in hot) c as in cent (know c as in cat) g as in giant (know g as in got)

Read: where, who, once because, water Read words with contractions: eg I’m, I’ll, won’t don’t Read other words of more than one syllable eg behind, danger Read words containing –s and -es endings Write: one, do

Developing automaticity and fluency when reading words with alternative pronunciations p168 Explicitly teach children to recognise graphemes of two or more letters as they read p168 Read accurately words of two or more syllables Read words containing common suffixes eg –s, -es, -ing, -ed, -er, -est Write common exception words: find, kind, mind, behind, child/ren, wild most, both, gold, hold, told, whole Rarer GPCs to teach do, wolf special

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ch as school and chef (know ch as in chin) u as in put (know u as in but) ow as in blow (know ow as in cow)

Read: again, work, mouse, friends Read words with contractions: eg they’ll Read other words of more than one syllable eg window, Christmas Read words containing –ing and –ed endings Write: little

Developing automaticity and fluency when reading words with alternative pronunciations p168 Explicitly teach children to recognise graphemes of two or more letters as they read p168 Read accurately words of two or more syllables Read words containing common suffixes eg –s, -es, -ing, -ed, -er, -est

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ie as in field (know ie as in tie) a as in what (know a as in hat) y as in by, very (know y as in yes) Revise up to here

Read: many, any, eyes, please Read words with contractions: Eg we’ll Read other words of more than one syllable eg stopwatch, crunchy Read words containing –er and est endings Write: when, what

Developing automaticity and fluency when reading words with alternative pronunciations p168 Explicitly teach children to recognise graphemes of two or more letters as they read p168 Read accurately words of two or more syllables Read words containing common suffixes eg –s, -es, -ing, -ed, -er, -est Teach common exception word: pretty Rarer GPCs to teach friend water, any, father gym, fly

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practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned..




ou as in could, you, shoulder (know ou as in out) ea as in bread (know ea as in eat) Revise all alternative pronunciations

Read: thought. through, laughed, different Read words with contractions: eg can’t couldn’t , you’re, you’ve Read other words of more than one syllable eg breakfast, mouldy Revise reading words with suffixes in weeks 6-8 Write: out

Developing automaticity and fluency when reading words with alternative pronunciations p168 Explicitly teach children to recognise graphemes of two or more letters as they read p168 Read accurately words of two or more syllables Read words containing common suffixes eg –s, -es, -ing, -ed, -er, -est Teach common exception words: could, should, would Rarer GPCs to teach young, shoulder great

For phase 6 from week 5 introduce further rarer GPCs for reading through looking at an ‘interesting’ word a day. Look at the word and identify what makes it tricky to read. Emphasise identifying graphemes of more than one letter and teach the unusual pronunciation for the graphemes. Suggested words taken from tables 3 and 4 from Letters and Sounds Notes and Guidance (the thin book):

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lamb, debt

of rough guard honest half autumn mosquito rhyme sure and measure

listen Thomas answer who xylophone goodbye, type

said war are aunt caught, laugh

says great learn, heart

veil, leisure

height were, there

broad shoe blood journey. tour

build, fruit

buy

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Phase 5 weeks 10-30

Week Teach Tricky words Alternative spellings (unusual examples in brackets)

Links to Phase 6

Weeks 10-30: teaching alternative spelling for all phonemes

What have the children already been taught?



Alternative graphemes for 18 phonemes

Alternative pronunciations for 12 graphemes

Rarer GPCs have been included in examples. Phase 6 needs to focus on moving closer towards correct spelling choices

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Practise recognition and recall of graphemes and different pronunciations as they are learned

Teach alternative spellings of phonemes for writing

Practise reading and spelling words with adjacent consonants and words with newly learned graphemes.



/k/ /oi/

There are few tricky words in this section of phase 5. All are to spell and can be spaced as appropriate: Oh, their, people, Mr, Mrs, Looked, called, asked. In addition to these words, ensure that children can read and spell ALL tricky words from phase 2-5 and can decode and encode the decodable words for all phases. (see page 194)

c - cat, ck - back, k - kit (qu - mosquito, x - except, ch – school) oi - coin, oy – boy

Begin to teach children how to proof read their writing for spelling. See p185 – 186. Continue this throughout the remaining weeks. Ensure that guidance on marking (p184) is put into practise to support children’s proof-reading p187 /oy/ (spelling pattern oi does not occur at the end of words or immediately before suffixes) Teach near homophones: quite/quiet

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/n/ /ow/

words in this section of phase 5. All are to spell and can be spaced as appropriate: Oh, their, people, Mr, Mrs, Looked, called, asked. In addition to these words, ensure that children can read and spell ALL tricky words from phase 2-5 and can decode and encode the

n - net, nn - funny, (pn - pneumatic, mn – mnemonic) oa- boat, (ow- blow /snow) Teach: Wednesday /n/

Teach adding –y to words of one syllable ending in a single consonant letter after a single vowel eg sunny, runny, funny The /n/ sound spelt kn and gn at the beginning of words: eg knock, know, knee, gnat, gnaw Teach contractions and the use of the apostrophe for contractions, e.g. I’m, let’s, can’t

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decodable words for all phases. (see page 194)

Teach homophones:night/knight

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/f/ /ai/

There are few tricky words in this section of phase 5. All are to spell and can be spaced as appropriate: Oh, their, people, Mr, Mrs, looked, called, asked. In addition to these words, ensure that children can read and spell ALL tricky words from phase 2-5 and can decode and encode the decodable words for all phases. (see page 194)

f - fin, ff - cliff, ph - photo (gh - tough) ai - rain, ay - day, a-e - make, (a- baby)

p187 /ai/ (spelling pattern ai does not occur at the end of words or immediately before suffixes) Teach the suffixes –ful and –less when added to root words without any change to the last letter eg playful, careful/careless, painful/ painless, hopeful/hopeless. Teach common exception words:great, break, steak

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/s/ /igh/ Adding s and es


s – sun, ss – miss, (sc – scent, st – listen) igh – night, ie – tie, y – by, i-e – like, I, i- Friday (eigh – height, eye, I, ye – goodbye, y-e – type) Teach: Friday Plurals – adding s and es to words (plural of nouns and the third person singular of verbs) eg cats, dogs, spends, rocks, thanks, catches

The /s/ sound spelt c before e, i and y eg race, ice, cell, city, fancy The / i/ sound spelt y at the end of words eg cry, fly, dry, try, reply, July Adding –es to nouns and verbs ending in –y eg flies, tries, replies, copies, babies, carries Teach homophones: write/right Teach possessive apostrophe eg Megan’s, Ravi’s, the girl’s, the child’s, the man’s

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Practise recognition and recall of graphemes and different pronunciations as they are

Revise the previous 4 weeks grapheme

There are few tricky words in this section of phase 5. All are to spell and can be

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learned





choices.

spaced as appropriate: Oh, their, people, Mr, Mrs, looked, called, asked. In addition to these words, ensure that children can read and spell ALL tricky words from phase 2-5 and can decode and encode the decodable words for all phases. (see page 194)

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/w/ /oa/


w – wet, wh – when (u – penguin, o – one) oa – boat, ow – grow, oe – toe, o – go, o-e – home, ( oh, ol – yolk)

If not already introduced, introduce the use of spelling logs p185 Teach homophones one/won

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/m/ /ee/

There are few tricky words in this section of phase 5. All are to spell and can be spaced as appropriate: Oh, their, people, Mr, Mrs, looked, called, asked. In addition to these words, ensure that

m – mat, mm – summer, (mb – lamb, me – some, mn – autumn) ee – weed, ea – eat, e – he, ie – field, e-e – these, y – very, , (eo – people) Teach compound word: blackberry

Teach adding the suffixes –ly :sadly, happily, badly and –y (dropping the e) shiny Teach -ey – money, key, donkey, chimney, valley Teach homophones: be/bee Teach common exception word: climb

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children can read and spell ALL tricky words from phase 2-5 and can decode and encode the decodable words for all phases. (see page 194)

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/ch/ /e/


ch - chip, tch - catch e - egg, ea - head (ai - said, ay - says, ie - friend, eo - leopard, a - any)

Revise plurals with the suffix -es eg. bushes, catches. The suffix is used after words ending in /s/, /ch/, /sh/ and /z/ and when y is replaced by i (p189 L and S) Revise syllables as it helps with the spelling. Teach common exception words: every, everybody, any, (even), clothes

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-un


Prefixes Adding the prefix –un eg unhappy, unfair, undo. Teach syllables eg rabbit, pocket

Teach GPCs:j - jet, dge - badge, ge - cage, g - giant (dg - dodging) r - rat, rr – carrot, (wr - write, rh - rhyme) Revise homophones: right/write

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Revise the previous 4 weeks grapheme choices.

As above

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/ng/ /or/

As above ng - ring, (ngue - tongue) or - for, aw - saw, au - Paul, ore - more, al - talk, our - four, your, (augh - caught, , oor - door, oa - broad) Teach compound word: beanstalk Suffixes Adding the endings –ing, -ed, and –er to verbs where no change is needed to the root word. Eg hunting, hunted, hunter, jumping, jumped, jumper

Adding –ing to words of one syllable ending in a single consonant letter after a single vowel letter eg , e.g. hop, hopping, pat, patting, hum, humming, drop, dropping. Teach that an /or/ sound before an /l/ sound is frequently spelt with the letter ‘a’, e.g. all, ball, call, walk, talk, always. Teach compound words: football, beanstalk. Teach that an /or/ sound can be spelt ar after w eg war, warm, towards. Teach common exception words: door, poor, floor

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Practise recognition and recall of graphemes and different pronunciations as they are

learned


Practise reading and spelling words with

adjacent consonants and words with newly learned graphemes.


/oo/ There are few tricky words in this section of phase 5. All are to spell and can be spaced as appropriate: Oh, their, people, Mr, Mrs, looked, called, asked.

oo - moon, ew - new, ue - blue, u-e - rule, (ui - suit, o - to, ou - soup, wo - two, o-e - lose) Teach common exception word: school

The /l/ sound spelt -el at the end of words eg camel, tunnel, squirrel, travel, towel, tinsel. The /l/ sound spelt –al at the end of words eg metal, pedal, capital hospital, animal Teach common exception

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Practise reading and writing sentences In addition to these words, ensure that children can read and spell ALL tricky words from phase 2-5 and can decode and encode the decodable words for all phases. (see page 194)

words: move, prove, improve, who

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/v/ /l/

As above v - vet, ve – have, love (f - of) l- leg, pill (nostril)

Words ending in /v/ will be spelt with the grapheme ‘ve’ p188 Words ending in the /l/ sound spelt –le at the end of words eg table, bottle, little, middle. Words ending –il (there are not many of these) eg pencil, fossil, nostril oo - look, u - put, (oul – could,o- other)

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/ear/

As above ear – dear, ere – here, eer – deer (ier – tier)

Teach adding the suffix –ment and –ness in the context of changing a word to a noun, e.g. –ment changes a verb to a noun (enjoyment, merriment) and –ness changes an adjective to a noun (darkness, sadness, happiness) Teach homophones: here/hear

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Revise the previous 4 weeks grapheme choice

There are few tricky words in this section of phase 5. All are to spell and can be spaced as appropriate: Oh, their, people, Mr,

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Mrs, looked, called, asked. In addition to these words, ensure that children can read and spell ALL tricky words from phases 2-5 and can decode and encode the decodable words for all phases. (see page 194)

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-er, -est

As above Suffixes Adding -er and –est to adjectives where no change is needed to the root word eg quicker, quickest.

Adding –ed, -ing, -er, and est to a root word ending in –y e.g. happy, happier, happiest, copy, copier, copying, cry, cried, crying, crier. If the base word ends in a single consonant letter preceded by a single vowel letter, and the suffix begins with a vowel, double the consonant, e.g. red, redder, reddest. Sad, sadder, saddest. Run, runner, running. If base word ends in an ‘e’ as part of a split digraph, drop the ‘e’ if the suffix begins with a vowel. Eg hike, hiking, hiked, hiker. nice, nicer, nicest. (p190 L and S)

26 /air/ /ar/

As above air - fair, are - care, ear - bear (ere - there, eir - their)

Teach homophones:

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/ar/ - farm, a – father (al – calm, are, au – aunt, ear – heart) Teach compound word: farmyard

there/their/they’re, wear/where bare/bear Revise apostrophe for contraction and possession Teach common exception words: after, fast, last, past, class, grass, pass, half, path, bath parents

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/o/


/o/ -frog, (swan)

When an /o/ sound follows a /w/ sound it is frequently spelt with the grapheme ‘a’, e.g., on, was, want, watch, wander, want, wash, quantity, squash p187 Teach common exception words: sure, sugar /sh/

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/er/ As above er - corner, summer, winter, sister Teach syllables eg thunder

Draw attention to the schwa sound /ə / . Support spelling by encouraging children to give vowel graphemes their full value in reading p188 er- motor, ar - pillar, ou - famous, our - favour, ur - murmur, o - cotton, a - about, ai – mountain, i - possible, e - happen, re -

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centre, ough - thorough, ure - picture, oar - cupboard s – television, treasure, (su - usual, ge - beige) Teach common exception word: busy Teach words ending in -tion eg station, fiction

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Revise the previous 4 weeks grapheme choices

As above REVISE syllables eg car-rot

During writing: Revise strategies for spelling at the point of composition. After writing: Secure routines for proof reading.

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Revise and revisit weeks 10-30


During writing: Revise strategies for spelling at the point of composition. After writing: Secure routines for proof reading.

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New National Curriculum

KS2 Spelling

Medium Term Planning (2014)

(To be used alongside the spelling list (pages 54 and 61 and Appendix 1)

from the ‘New English Curriculum)

Ensure you are aware of the non-statutory requirements and include them in your weekly planning clearly identified.

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Year 3 Statutory Requirements: Pupils should be taught to:

Develop a range of personal strategies for learning new and irregular words

Develop a range of personal strategies for spelling at the point of composition

Develop a range of strategies for checking and proof reading spellings after writing

use further prefixes and suffixes and understand how to add them (English Appendix 1)

spell further homophones

spell words that are often misspelt (English Appendix 1)

place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular

plurals [for example, children’s]

use the first two or three letters of a word to check its spelling in a dictionary

write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far

proof-read for spelling errors

(items in italics non- statutory) Term 1 Term 2 Term 3 Revisit and Review: Common exception words from Year 2. Prefixes and Suffixes: Revise prefix un-.(select from Support for Spelling Unit Y2 T3 i) New prefixes: pre-, dis-, mis-, re-. Revise suffixes from Year 2: -s, -es, -ed, -ing, -er.(Spelling Bank p.4,6,7, 8, 18,23) (Support for Spelling Unit Y2T1 ii and Unit Y3T3 ii)

Teaching rarer GPCs: Words with the /eɪ/ sound spelt ei, eigh, or ey (ey - they, ei - vein, eigh - eight, aigh - straight i - in, y - gym (o - women, u - busy, ui - build, e - pretty) u - up, o - son, (ou - young, oe - does, oo - blood) Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin)

Revisit and Review: Suffixes from Year 2:-ment, -ness, -ful, -less, -ly (with a consonant before it) (Spelling Bank p14) Prefixes and Suffixes: Prefixes: sub-, tele-, super-, auto-. (Support for Spelling Unit Y2 T2 ii and Unit Y4 T3 ii)

Teaching rarer GPCs: Words with the /ʃ/ sound spelt ch (mostly French in origin) eg chef. eg sh – shop, s – sure, ss – mission (t before ion – mention, ci – special, t before ial – partial, ch – chef, ce – ocean) Words with the /k/ sound spelt ch (Greek in origin) eg scheme, chorus, chemist, echo, character Homophones: here/hear, knot/not, meat/meet, missed/mist. (Support for Spelling Unit Y4 T1 i)

Revisit and Review: Revise strategies for spelling at the point of writing. Prefixes and Suffixes:.Suffix –ly straight on to root word eg sadly, unusually. (Support for Spelling Unit Y3 T2 ii Spelling Bank p13,14)

Teaching rarer GPCs: The /ʌ/ sound spelt ou eg young, touch.

The /ɪ/ sound spelt y elsewhere than at the end of words eg gym, myth. Homophones: heel/heal/he’ll, plain/plane, berry/bury, groan/grown, rain/rein/reign. Also homophones from Year 3/4 word list. heard/herd, through/threw, (Support for Spelling Unit Y4 T1 i) Apostrophe: Revise contractions from Year 2 eg it’s, I’ll. (Support for Spelling Unit Y4 T3 i) (Spelling

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Homophones: brake/break, grate/great, eight/ate, weight/wait, son/sun (Support for Spelling Unit Y4 T1 i) Apostrophe: Revise contractions from Year 2 eg can’t, didn’t. (Support for Spelling Unit Y4 T3 i and Spelling Bank p.15,19) Proof reading: Focus: checking after writing spelling of KS1 common exception/ tricky words. Learning Spellings (Spelling Bank p.16) Children:

Learn words taught in new knowledge this term.

Learn words from Y3/4 word list. Suggest an average of 5/6 a term of highlighted words. Group other words for cross curricular teaching.

Learn words from personal list. Extend the knowledge of spelling strategies and apply to high-frequency and cross-curricular words from Y3/4 word list groups.

Apostrophe: Revise contractions from Year 2 eg hasn’t, couldn’t. (Support for Spelling Unit Y4 T3 i ) (Spelling Bank p 15,19) Proof reading: Using a dictionary to check spellings. First two letters.

Learning Spellings (Spelling Bank p.16 Children: Learn words taught in new knowledge this

term. Learn words from Y3/4 word list. Suggest an

average of 5/6 a term of highlighted words.Teach: February Group other words for cross curricular teaching.


Bank p 15,19,37)

Proof reading: Proof read own writing for mis -spellings of personal spelling list words. Learning Spellings (Spelling Bank p.16 Children:


Learn words from Y3/4 word list. Suggest an average of 5/6 a term of highlighted words. Group other words for cross curricular teaching.


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use further prefixes and suffixes and understand how to add them (English Appendix 1)

spell further homophones

spell words that are often misspelt (English Appendix 1)

place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular

plurals [for example, children’s]

use the first two or three letters of a word to check its spelling in a dictionary

write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far


(items in italics non- statutory) Term 1 Term 2 Term 3 Revisit and Review: Revise strategies at the point of writing.

Teaching rarer GPCs: Revise /eɪ/ sound spelt ei,

eigh, or ey, words with the /ʃ/ sound spelt ch, The

/ʌ/ sound spelt ou (all from Y3) Word endings: Words with endings sounding like

/ʒə/ or /tʃə/ eg measure Prefixes and Suffixes: Prefixes in-, il-, im-.

Revisit and Review: Y3 Rarer GPCs. Teaching rarer GPCs: From Y3/4 word list – guard, guide. Word endings: Words with endings sounding like

/ʒə/ or /tʃə/ eg creature,furniture.

Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian eg invention, comprehension, expression, magician.(Spelling Bank p 29,36,51)

Revisit and Review: Revise prefixes from Y3: un-dis-, mis-, re-, pre-, sub-, tele-, super-, auto. Focus where needed. Teaching rarer GPCs: Words with the /s/ sound spelt sc (Latin in origin) eg science

Word endings: Endings which sound like /ʒən/ -sion eg division, confusion.(Spelling Bank p36) Prefixes and Suffixes: Suffixes: The suffix –ly. Teach the exceptions eg y changed to i, le ending

Nicolette Lewis

(Spelling Bank p 57) Suffixes: Adding suffixes beginning with vowel letters to words of more than one syllable –ing, -en, -er, -ed.(Spelling Bank p 21) Homophones:,peace/piece, main/mane, affect/effect.(Spelling Bank p22) Apostrophe: Possessive apostrophe with plural words eg girls’, boys’, babies’. Proof reading: Teach proof reading strategies eg Spuddy work; spelling buddies. . Learning Spellings Children:

Learn selected words taught in new knowledge this term.

Learn words from Y3/4 word list. Suggest an average of 5/6 a term of highlighted words.


Prefixes and Suffixes: Prefixes: ir-, inter-, anti-. Suffixes: The suffix –ation eg sensation, preparation.(Spelling Bank p 51) Homophones: scene/seen, male/mail,bawl/ball. (Spelling Bank p22) Apostrophe: Possessive apostrophe with singular proper nouns eg Cyprus’s population. Proof reading: Using a dictionary to check spellings after writing –first two or three letters.

Learning Spellings Children:




changed to ly, ic ending changed to –ally.(Spelling bank p25,35) The suffix –ous eg poisonous, outrageous. (Spelling Bank p 52 unstressed vowels) Homophones: whether/weather, fair/fare, medal/meddle. (Spelling Bank p22) Apostrophe:, Revise contractions from Y2 and plural apostrophe rules.(Support for Spelling Y4T3i) Proof reading: Check writing for mis-spelt words which are on the Y3/4 word list. Learning Spellings Children:




Nicolette Lewis

Y5 Statutory Requirements: Pupils should be taught to:




use further prefixes and suffixes and understand the guidance for adding them

spell some words with ‘silent’ letters ( rarer GPCs) [for example, knight, psalm, solemn]

continue to distinguish between homophones and other words which are often confused

use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt

specifically, as listed in English Appendix 1

use dictionaries to check the spelling and meaning of words

use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary

use a thesaurus


(items in italics non- statutory)

Term 1 Term 2 Term 3 Revisit and Review: Revise plurals eg adding -s, -es and –ies (Spelling Bank p41) Revise apostrophe for contraction. Teaching rarer GPCs: Words with ‘silent’ letters

Revisit and Review: Strategies at the point of writing.(Support for Spelling Y6T1i and T3i) Revise apostrophe for possession. Teaching rarer GPCs: Teach words with rare

Revisit and Review: A range of strategies for learning words. Homophones:eg cereal/serial, father/farther, guessed/guest, morning/mourning, who’s/whose.

Nicolette Lewis

(i.e. letters whose presence cannot be predicted from the pronunciation of the word) (Support for Spelling Y5T1i p73) Words with the /i:/ sound spelt ei after c.eg receive, ceiling. (Spelling Bank p 55) Morphology/ Etymology: Teach extension of base words using word matrices. Use knowledge taught so far. Word endings: Words containing the letter-string -ough. (Spelling Bank p 29,33,48)

Word endings: Words ending in –able and –ably.(Spelling Bank p 36)

Homophones: eg isle/aisle, aloud/allowed, affect/effect, herd/heard, past/passed.(Spelling Bank p 49) Hyphen: Use of the hyphen eg co-ordinate, co-operate Dictionary: Use dictionary to support teaching of word roots, derivations and spelling patterns eg sign, signature, significant. Proof reading: Focus on checking words from personal list. Learning Spellings Children:


Learn words from Y5/6 word list. Suggest an average of 7 a term of highlighted words.


GPCs from Y5/6 word list eg bruise, guarantee, queue, immediately, vehicle, yacht. Word endings: Words ending in –ible and –ibly.(Spelling Bank p 36) Homophones:eg altar/alter, ascent/assent, bridle/bridal, led/lead, steal/steel. .(Spelling Bank p 49) Morphology/ Etymology: Use spelling logs to record helpful etymological notes on curious/difficult words Dictionary: Use a dictionary to create collections of words with common roots (Spelling Bank p 34) Proof reading: Checking from another source after writing eg spell check if on screen, spelling log, environmental print, spuddy. Learning Spellings Children:


Learn words from Y5/6 word list. Suggest an average of 7 a term of highlighted words


.(Spelling Bank p 49) Dictionary: Teach use of dictionary to check words referring to first three or four letters.(Support for Spelling p114) Proof reading: Check writing for mis – spelled words which are on the Y5/6 word list. Morphology/ Etymology: Teach morphemic and etymological strategies to be used when learning specific words eg from Y5/6 word list. Learning Spellings Children:






Nicolette Lewis



use further prefixes and suffixes and understand the guidance for adding them

spell some words with ‘silent’ letters ( rarer GPCs) [for example, knight, psalm, solemn]

continue to distinguish between homophones and other words which are often confused

use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt

specifically, as listed in English Appendix 1

use dictionaries to check the spelling and meaning of words

use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary

use a thesaurus


(items in italics non- statutory) Term 1 Term 2 Term 3 Revisit and Review: -able, -ible. Revise use of hyphen from Y5. Teaching rarer GPCs: Revise words with the /i:/ sound spelt ei after c. Prefixes and Suffixes: Suffixes: Adding suffixes beginning with vowel letters to words ending in –fer.

Word endings: Endings which sound like /ʃəs/ spelt –cious or –tious eg precious, ambitious.

Homophones: advice/advise device/devise licence/license practice/practise prophecy/prophesy

Proof reading: Proof reading in smaller chunks. Sentences, paragraphs.

Revisit and Review: Words containing the letter-string -ough. Revise apostrophe for contraction and possession. Teaching rarer GPCs: Revise words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) Prefixes and Suffixes:

Word endings: Endings which sound like /ʃəl eg official, special, artificial, partial, confidential, essential. Homophones: compliment/complement, desert/dessert, principal/principle, profit/prophet, stationery/stationary. Proof reading: Proof reading someone else’s

Revisit and Review: Spelling strategies at the point of writing. Teaching rarer GPCs: Revise words with rare GPCs from Y5/6 word list eg bruise, guarantee, queue, immediately, vehicle, yacht. Prefixes and Suffixes: Word endings: Words ending in –ant, –ance/–ancy, –ent, –ence/–ency Homophones: draft/draught, dissent/descent, precede/proceed. Proof reading: Embedding proof reading strategies when reviewing own writing independently.

Nicolette Lewis





writing. Note strategies which help in spelling journal/log.. Learning Spellings Children:








*All example words listed in this document are non –statutory, except where they are from the Y3/4 and Y5/6 word lists.

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