and Spelling Overview
Year 1 1.3.c.1 Capital letters, full stops, question marks to demarcate sentences 1.3.b.1 Join words and joining clauses using and 1.3.c.1 exclamation marks to demarcate sentences 1.1.a.1 Spell words containing each of the 40+ phonemes already taught 1.1.a.2 Spell common exception words 1.1.a.3 Spell the days of the week 1.1.a.4 Name the letters of the alphabet in order 1.1.b.3 Vocabulary Add prefixes and suffixes using -ing, -ed, -er and -est where no change is needed in the spelling of root words: e.g. helping, helped, helper, eating, quicker, quickest 1.1.a.1 Spell words containing each of the 40+ phonemes already taught 1.1.a.2 Spell common exception words 1.1.a.5 Using letter names to distinguish between alternative spellings of the same sound 1.1.b.1 Suffixes Using the spelling rule for adding -s or -es as the plural marker for nouns and the third person singular marker for verbs 1.1.b.2 Prefixes Using the prefix un 1.1.a.1 Spell words containing each of the 40+ phonemes already taught 1.1.a.2 Spell common exception words
2.3.b.3 Learn how to use: the present and past tenses correctly and consistently including the progressive form 2.3.c.1 Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences 2.3.c.1 Commas to separate items in a list Year 2 2.3.b.2 Learn how to use: sentences with different forms: statement, question, exclamation, command 2.3.b.4 Learn how to use: some features of written Standard English 2.3.b.1 Learn how to use: subordination (using when, if, that, or because) and co-ordination (using or, and, or but) 2.3.c.1 Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns (e.g. the girl s name). 2.1.a.1 Spell by: segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly 2.1.a.2 Spell by: learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones 2.1.a.3 Spell by: learning to spell common exception words 2.1.b.3 Add suffixes to spell longer words, including -ly 2.3.a.1 Vocabulary Learn how to use: expanded noun phrases to describe and specify 2.1.a.4 Spell by: distinguishing between homophones and near-homophones 2.2.c.3 Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation 2.1.b.1 Spell by: learning the possessive apostrophe (singular) 2.1.b.3 Add suffixes to spell longer words, including -ful, -less 2.1.b.2 Spell by: learning to spell more words with contracted forms 2.3.b.1 Learn how to use: subordination (using when, if, that, or because) and co-ordination (using or, and, or but) 2.3.b.2 Learn how to use: sentences with different forms: statement, question, exclamation, command 2.3.b.4 Learn how to use: some features of written Standard English 2.2.c.3 Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation 2.1.b.3 KPI uses the suffixes -er, -est in adjectives and -ly to turn adjectives into adverbs 2.2.c.3 Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation 2.1.b.3 Add suffixes to spell longer words, including - ment, -ness, 2.3.b.3 Learn how to use: the present and past tenses correctly and consistently including the progressive form
3.3.b.5 Use the correct form of a or an Year 3 3.3.b.1 Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition 3.3.b.2 Extending the range of sentences with more than one clause by using a wider range of conjunctions, 3.3.c.1 Inverted commas to punctuate direct speech including when, if, because, although 3.3.b.3 Using conjunctions, adverbs and prepositions to express time and cause 3.3.b.4 Using the present perfect form of verbs in contrast to the past tense 3.1.a.2 Words which are often misspelt Common exception words from Year 2. 3.1.b.2 Prefixes Revise prefix un-. New prefixes: pre-, dis-, mis-, re-. 3.1.b.3 Revise suffixes From Year 2: -s, -es, -ed, -ing, -er. 3.1.a.2 Spell words which are often mis-spelt: 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) 3.1.b.3 Revise suffixes From Year 2:-ment, -ness, -ful, -less, -ly (with a consonant before it) 3.1.b.2 Prefixes: sub-, tele-, super-, auto-. 3.1.a.2 Spell words which are often mis-spelt 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 3.1.a.1 Homophones: here/hear, knot/not, meat/meet, missed/mist. (Support for Spelling Unit Y4 T1 i) Apostrophe: Revise contractions from Year 2 eg hasn t, couldn t. Revise strategies for spelling at the point of writing. 3.1.b.3 Suffixes: Suffix ly straight on to root word eg sadly, unusually. 3.1.a.2 Spell words which are often mis-spelt The /ʌ/ sound spelt ou eg young, touch. The /ɪ/ sound spelt y elsewhere than at the end of words eg gym, myth. 3.1.a.1 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 Apostrophe: Revise contractions from Year 2 eg it s, I ll. 3.2.c.3 Proof reading Proof read own writing for mis -spellings of personal spelling list words.
3.1.a.1 Homophones: brake/break, grate/great, eight/ate, weight/wait, son/sun Apostrophe: Revise contractions from Year 2 eg can t, didn t. 3.2.c.3 Proof reading: Focus: checking after writing spelling of KS1 common exception/ tricky words. 3.2.c.3 Proof reading: Using a dictionary to check spellings. First two letters. 3.3.a.2 Vocabulary Word families based on common words (solve, solution, dissolve, insoluble) 3.3.a.1 Vocabulary Form nouns using prefixes (super-, anti-) Learning Spellings Pupils will: 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. 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
Year 4 4.3.b.3 Fronted adverbials 4.3.b.4 Use the present perfect form of verbs in contrast Using conjunctions, adverbs and prepositions to express to the past tense ( uses standard English forms for verb time and cause inflections instead of local spoken forms) 4.3.c.1 Use of inverted commas and other punctuation to indicate direct speech; apostrophes to mark plural possession; use of commas after fronted adverbials 4.3.b.2 Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although Revisit and Review: Revise strategies at the point of writing. 4.1.a.2 Spell words which are often mis-spelt: 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 4.1.b.2 Prefixes Prefixes in-, il-, im-. 4.1.b.3 Revise suffixes Adding suffixes beginning with vowel letters to words of more than one syllable ing, -en, -er, -ed 4.3.a.2 Vocabulary Word families based on common words (solve, solution, dissolve, insoluble) 4.1.a.1 Homophones peace/piece, main/mane, affect/effect 4.3.b.1 Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition (Y3) 4.3.b.5 Use the correct form of a or an Revisit and Review: Y3 Rarer GPCs (See Appendix 1: Spelling)). 4.1.a.2 Spell words which are often mis-spelt: 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. 4.1.b.2 Prefixes ir-, inter-, anti- 4.1.b.3 Suffixes The suffix ation eg sensation, preparation 4.1.a.1 Homophones scene/seen, male/mail,bawl/ball. 4.1.b.1 Apostrophe Possessive apostrophe with singular proper nouns eg Cyprus s population. 4.1.b.2 Prefixes Revise prefixes from Y3: un-dis-, mis-, re-, pre-, sub-, tele-, super-, auto. Focus where needed. 4.1.a.2 Spell words which are often mis-spelt: Words with the /s/ sound spelt sc (Latin in origin) eg science Word endings: Endings which sound like /ʒən/ -sion eg division, confusion 4.1.b.3 Suffixes The suffix ly. Teach the exceptions eg y changed to i, le ending changed to ly, ic ending changed to ally The suffix ous eg poisonous, outrageous 4.1.a.1 Homophones whether/weather, fair/fare, medal/meddle 4.1.b.1 Apostrophe Revise contractions from Y2 and plural apostrophe rules
4.1.b.1 Apostrophe Possessive apostrophe with plural words eg girls, boys, babies. 4.2.c.3 Proof reading Teach proof reading strategies eg Spuddy work; spelling buddies. Learning Spellings Pupils will: 4.1.b.4 Other Word Building Spelling Use a dictionary to check spellings after writing first two or three letters. 4.2.c.3 Proof reading Check writing for mis-spelt words which are on the Y3/4 word list. Vocabulary 3.3.a.1 Form nouns using prefixes (super-, anti-) 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. 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
5.3.a.2 Use expanded noun phrases to convey complicated information concisely Year 5 5.3.b.2 Use modal verbs or adverbs to indicate degrees of possibility 5.3.c.1 Brackets, dashes or commas to indicate parenthesis 5.3.b.1 Use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun 5.3.c.1 Use of commas to clarify meaning or avoid ambiguity Revisit and Review: Revise plurals eg adding -s, -es and ies Revise apostrophe for contraction. 5.1.a.1 Spell words with silent letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word Words with the /i:/ sound spelt ei after c.eg receive, ceiling. 5.1.a.3 Morphology/ Etymology Teach extension of base words using word matrices. Use knowledge taught so far. 5.1.b.1 Suffixes Word endings: Words containing the letter-string -ough. 5.1.b.1 Suffixes Words ending in able and ably. 5.1.a.2 Homophones: eg isle/aisle, aloud/allowed, affect/effect, herd/heard, past/passed 5.1.b.2 Use a dictionary to support teaching of word roots, derivations and spelling patterns eg sign, signature, significant. 5.2.c.4 Proof reading: Focus on checking words from personal list. 5.3.b.3 Use the perfect form of verbs to mark relationships of time and cause 5.3.b.4 Devices to build cohesion, including adverbials of time, place and number Revisit and Review: Strategies at the point of writing. Revise apostrophe for possession. Teaching rarer GPCs: Teach words with rare GPCs (See Appendix 1: Spelling) eg bruise, guarantee, queue, immediately, vehicle, yacht. 5.1.b.1 Suffixes Words ending in ible and ibly. 5.1.a.2 Homophones: eg altar/alter, ascent/assent, bridle/bridal, led/lead, steal/steel. 5.1.a.3 Morphology/ Etymology Use spelling logs to record helpful etymological notes on curious/difficult words 5.1.b.2 Dictionary Use a dictionary to create collections of words with common roots (Spelling Bank p 34) 5.3.a.1 Use a thesaurus Revisit and Review: A range of strategies for learning words. 5.1.a.2 Homophones: eg cereal/serial, father/farther, guessed/guest, morning/mourning, who s/whose. 5.1.b.2 Dictionary Teach use of dictionary to check words referring to first three or four letters.(support for Spelling p114) 5.2.c.4 Proof reading: Check writing for mis spelled words which are on the Y5/6 word list. 5.1.a.3 Morphology/ Etymology Teach morphemic and etymological strategies to be used when learning specific words eg from Y5/6 word list. Vocabulary 5.3.a.3 Converting nouns or adjectives into verbs using suffixes: e.g. -ate; -ise; -fy 5.3.b.4 Verb prefixes: e.g. dis-, de-, mis-, over-, re-
5.2.c.4 Proof reading: Checking from another source after writing eg spell check if on screen, spelling log, environmental print, spuddy. Learning Spellings Pupils will: Learn words taught in new knowledge this term. Learn words from Y5/6 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 Y5/6 word list groups. 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 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 Proof-read for spelling errors
6.3.b.2 Use modal verbs or adverbs to indicate degrees of possibility (Yr 5) 6.3.b.3 Use the perfect form of verbs to mark relationships of time and cause 6.3.b.4 Using passive verbs to affect the presentation of information in a sentence 6.3.b.5 Devices to build cohesion, including adverbials of time, place and number (Yr 5) 6.3.c.1 Use of the colon to introduce a list and use of semi-colons within lists Year 6 6.3.b.1 Use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun (Yr 5) 6.3.c.1 Use of the semi-colon, colon and dash to mark the boundary between independent clauses 6.3.c.1 How hyphens can be used to avoid ambiguity 6.3.c.1 Punctuation of bullet points to list information 6.1.b.1 Suffixes Revisit and Review: -able, -ible. 6.3.c.1 Revise use of hyphen from Y5. Teaching rarer GPCs: Revise words with the /i:/ sound spelt ei after c. 6.1.b.1 Suffixes Adding suffixes beginning with vowel letters to words ending in fer. 6.1.b.1 Suffixes Endings which sound like /ʃəs/ spelt cious or tious eg precious, ambitious. Revisit and Review: Words containing the letter-string - ough. Revise apostrophe for contraction and possession. 6.1.a.1: Revise words with silent letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) 6.3.a.3 Vocabulary Converting nouns or adjectives into verbs using suffixes: e.g. -ate, -ise, -ify Revisit and Review: Spelling strategies at the point of writing. 6.1.b.1 Suffixes Words ending in ant, ance/ ancy, ent, ence/ ency 6.1.a.2 Homophones: draft/draught, dissent/descent, precede/proceed. 6.2.c.4 Proof reading: Embedding proof reading strategies when reviewing own writing independently.
6.3.a.4 Vocabulary Verb prefixes: e.g. dis-, de-, mis-, over-, re- 6.1.a.2 Homophones: advice/advise device/devise licence/license practice/practise prophecy/prophesy 6.2.c.4 Proof reading: Proof reading in smaller chunks. Sentences, paragraphs. Learning Spellings 6.1.b.1 Suffixes Endings which sound like /ʃəl eg official, special, artificial, partial, confidential, essential. 6.1.a.2 Homophones: compliment/complement, desert/dessert, principal/principle, profit/prophet, stationery/stationary. 6.2.c.4 Proof reading: Proof reading someone else s writing. Note strategies which help in spelling journal/log.. Pupils will: Learn words taught in new knowledge this term. Learn words from Y5/6 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 Y5/6 word list groups. 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 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 Proof-read for spelling errors