ROSSMERE PRIMARY SCHOOL: WHOLE SCHOOL SPELLING CURRICULUM: We follow the Key Stage 1 and 2 frameworks as part of The 2014 Primary National Curriculum in England. Our chosen phonics programme is : Letters and Sounds. We use this to teach the 6 phases of phonic development. We use the document : Support for Spelling to help support the teaching of spelling from Year 2 onwards. NURSERY: By the end of Nursery the majority of children will have completed Phase 1: Aspect 7 of Letters and Sounds and be ready to commence Phase 2 within the first half term of Reception. The main purpose of Phase 1: Aspect 7 is to develop oral blending and segmenting of sounds in words. It is important that our children are given plenty of experience of listening to adults modelling oral blending and segmenting before they are introduced to any grapheme phoneme correspondences. RECEPTION: By the end of Reception the majority of children will have completed Phase 2, Phase 3 and Phase 4 of Letters and Sounds and be ready to commence Phase 5 within the first half term of Year 1. Phase 2: The purpose of Phase 2 is to teach at least 19 letters and move children on from oral blending and segmentation to blending and segmenting with letters. By the end of this phase the majority of children should be able to read some VC and CVC words and spell them either using magnetic letters or by writing the letters on paper or whiteboards. The children will be taught: oral blending and segmentation: segmentation for spelling and they will practise segmentation in order to spell words. The class teacher will demonstrate spelling captions. Letter progression within Phase 2: (one set per week). Set 1: Set 2: Set 3: Set 4: Set 5: s a t p i n m d g o c k ck e u r h b f,ff l,ll ss Phase 2: Reading and spelling of tricky words: By the end of Phase 2 we expect the majority of children to be able to read on sight the following words: The, to, I, no, go, and. By the end of Phase 2 we expect the majority of children to be able to spell the following words:
And, to, the. Phase 2: Writing: By the end of Phase 2 the majority of children should be able to form the letters correctly in the air, in sand or using a paintbrush. The majority of children should be able to control a pencil sufficiently well to write letters such as: i, t, I well and h, n and m reasonably well. Phase 3: The purpose of Phase 3 is to teach another 25 graphemes, most of them comprising of two letters. Children will continue to practise CVC blending and segmentation. Children will apply their knowledge of blending and segmenting to reading and spelling simple two syllable words and captions. Children will learn to read some more tricky words and also begin to learn to spell some of these words. CHILDREN WILL LEARN LETTER NAMES DURING THIS PHASE. Letter and grapheme progression within Phase 3: Letters: Set 6: Set 7: Graphemes: j, v, w, x y, z,zz qu ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er. Phase 3: Reading and spelling of tricky words: By the end of Phase 3 we expect the majority of children to be able to read on sight the following words: No, go, I, the, to, he, she, we, me, be, was, my, you, they, her, all. By the end of Phase 3 we expect the majority of children to be able to spell the following words: The, to, I, no, go. Phase 4: The purpose of this phase is to consolidate children s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words. Children will recall CVC words and be taught to spell CVCC and CCVC words. Phase 4: Reading and spelling of tricky words: By the end of Phase 4 we expect the majority of children to be able to read on sight the following words: Some, were, like, one, said, when, little, come, here, what, do true, so, out By the end of Phase 4 we expect the majority of children to be able to spell the following words:
He, she, we, me, be, was, my, you, her, they, all, are. We expect the majority of our children to have finished Phase 4 by the end of Reception ready to commence Phase 5 phonics within Year 1. YEAR 1: In Year 1 two key documents are used to teach spelling: Letters and Sounds and The 2014 Primary National Curriculum in England. The first half term within Year 1 will be basic revision. This will include: (as stated on Pg 50 of The 2014 Primary National Curriculum in England). All letters of the alphabet and the sounds which they most commonly represent. Consonant digraphs which have been taught and the sounds they represent. Vowel digraphs which have been taught and the sounds they represent. The process of segmenting spoken words into sounds before choosing graphemes to represent the sounds. Words with adjacent consonants. Guidance and rules which have been taught. Phase 5: The purpose of Phase 5 is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. Children will learn new graphemes and alternative pronunciations for these and graphemes they already know. When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word specific knowledge of the spellings of words. Once pupils have learnt more than one way of spelling particular sounds, choosing the right letter depends on their either having made a conscious effort to learn the words or having absorbed them less consciously through their reading. Younger pupils have not had enough time to learn or absorb the accurate spelling of all the words that they may want to right. (as stated on Pg 49 of The 2014 Primary National Curriculum in England). New graphemes taught in Phase 5: a/e (as in came) au (as in Paul) aw (as in saw) ay (as in day) e/e (as in these) ea (as in sea) ew (as in chew) ew (as in stew) ey (as in monkey) i/e (as in like) ie (as in pie) ir (as in girl)
o/e (as in bone) oe (as in toe) ou (as in out) oy (as in boy) ph (as in Phil) u/e (as in June) u/e (as in huge) ue (as in clue) ue ( as in due) wh (as in when) Known graphemes for reading: alternative pronunciations: a e i o u ow ie ea er ou y ch c g ey Hat, acorn, fast, was Bed, he Tin, find Hot, no But, unit, pull Down, low Pie, field Sea. Head Fern, farmer Out, soup, could, mould Yes, my, gym, happy Chin, chef. School Cell, cat Got, magic They, money Alternative spellings for each phoneme: c ch f j m n ng r s sh v w K tch ph g mb kn n (k) wr c Ch ve wh ck qu dge gn sc T (ion) ss (ion,
X ch ure) s (ion, ure) c (ion, ious, ial) e i o U (south) ai ee igh oa oo Oo ea y w (a) o ay ea y ow ew u ey a/e e/e ie oe ue oul eigh ey ie y i/e o/e o ui ou o (north) ei ey eo ar or ur ow oi ear air ure er Aa(south) aw ir ou oy ere are our our au er eer ear e ai ear u our New phoneme: zh: vision. The 2014 Primary National Curriculum in England: Year 1: Statutory Requirements: (Pgs 50 / 51/52/53/54) that are not included above: The sounds f, l, s, z, and k spelt ff, ll, ss, zz, ck. (off, well, miss, buzz,
back) The n sound spelt n before k. (bank, think, honk, sunk) Division of words into syllables. (pocket, rabbit, carrot, thunder, sunset) tch (catch, fetch, kitchen, notch, hutch) The v sound at the end of words. (have, live, give) Adding s and es to words. Cats, dogs, spends, thanks, catches) Adding the endings: ing, ed and er to verbs where no change is needed to the route word. (hunting, hunted, hunter, buzzing, buzzed, buzzer). Adding er and est to adjectives where no change is needed to the root word. (fresh, fresher, freshest) Vowel trigraph: ore
(more, score, before, wore, shore) Vowel trigraph: are (bare, dare, care, share, scared). Words ending: y (very, happy, funny, party) Adding the prefix un. (unhappy, undo, unload, unfair) Compound words (football, playground, farmyard) Common Exception Words/High Frequency Words: Pupils attention will be drawn to the grapheme phoneme correspondences that do and do not fit in with what has been taught so far. Our Year 1 children will be able to read automatically all the words in the list of 100 high frequency words (Appendix 1: Page 193 of Letters and Sounds) by the end of Year 1. Our Year 1 children will be able to accurately spell most of the words in the list of 100 highfrequency words (Appendix 1: Page 193 of Letters and Sounds) by the end of Year 1. The majority of our children will be finished Phase 5 and will have completed the Year 1 spelling statutory requirements ready to commence Phase 6 within Year 2. Year 2 There are three key documents that are used within Year 2 to support spelling: Letters and Sounds, The 2014 Primary National Curriculum in England and Support for Spelling. The majority of children will commence Phase 6 when they enter Year 2. Phase 6: The purpose of Phase 6 is for children to become fluent readers and increasingly accurate spellers. Children will apply phonic skills and knowledge to recognise and spell an increasing number of complex words.
Within Phase 6 children will be introduced to the addition of suffixes: Adding the suffixes: s or es. Adding the suffixes: ing, ed, s, er, est, y, en when the base words need changes before the suffixes are added. Adding the suffixes: ing, ed, ful, ly, est, er, ment, ness, en when some of the base words need to be changed before the suffixes are added but some do not. The documents: The 2014 Primary National Curriculum in England and Support for Spelling will support the teaching of the following spelling rules within Year 2: D sound: (badge, edge, bridge) (age, huge. Change) The s sound spelt c before e, i and y. (race, ice, cell, city) Kn and gn (knock, gnat) Wr at the beginning of words. (write, wrote) le at the end of words: (table, apple, bottle) (Gem, giant) el at the end of words. (camel, tunnel, travel) Words ending in il. (pencil, fossil) Words ending in al. (metal, pedal) The or sound spelt before l and ll. (all, ball, call) o. (other, mother, nothing) Ey. (donkey, monkey, chimney) A sound after w and qu. (want, watch, wander) Or after w. (word, work, worm, world) Television Treasure usual Contractions: (can t, didn t, hasn t) Possessive apostrophe Words ending in tion.(station, fiction) Homophones and nearhomophones. Common Exception Words/High Frequency Words: Our Year 2 children will be taught the common exception words as listed on Pg 58 of The 2014 Primary National Curriculum in England Our Year 2 children will be able to read automatically all the words in the list of Next 200 common words in order of frequency. (Appendix : Page 195 of Letters and Sounds) by the end of Year 2. Our Year 2 children will be able to accurately spell most of the words in the list of Next 200 common words (Appendix : Page 195 of Letters and Sounds) by the end of Year 2.
The majority of our children will be finished Phase 6 and have completed the statutory requirements ready to commence the spelling statutory requirements of Year ¾ by the end of Year 2. Years 3 and 4. There are two key documents that are used within Years 3 and 4 to support spelling: The 2014 Primary National Curriculum in England and Support for Spelling. The majority of children will commence the statutory spelling part of the 2014 Primary National Curriculum in England when they enter Year 3. As a school we have divided the statutory requirements between Years 3 and 4 as detailed below. The word list has also been shared between the two year groups. Years 3 and 4 LONG TERM PLAN Spelling Term: YEAR 3 Autumn 1 Autumn 2 Objectives Recap Y2 suffixes L.O: To be able to spell words with the suffixes es, ed, ing, er, est, ness, ly, ful, less and ment. accident(ally) actual(ly) address answer appear arrive believe bicycle Suffixes 2 weeks of vowel focus/words with more than one syllable(past, present and future) Number of weeks 8 7 L.O: To be able to spell words with suffixes with vowel letters to words of more than one syllable ing, en,er,ed. breath breathe build busy/business calendar caught centre century
Spring 1 Prefixes 6 Spring 2 Summer 1 L.O: To be able to spell words with the prefixes in, un, dis, mis, il, im. certain circle complete consider continue decide describe different Prefixes L.O: To be able to spell words with the prefixes ir, re, su, inter, super, anti, auto. difficult disappear early earth eight/eighth enough exercise experience sure, ture, tcher 3 weeks L.O: To be able to spell words with the ending sure treasure. To be able to spell words with the ending ture. To be able to spell words with the ending tcher richer, stretcher. sion 1 week 6 6 L.O: To be able to spell words ending in sion division. ous 1 week L.O: To be able to spell words ending in ous poisonous, tremendous. experiment extreme famous favourite February forward(s) fruit grammar
Summer 2 ation 2 weeks L.O: To be able to spell words ending in ation carnation. ly 2 weeks 7 L.O: To be able to spell words ending ly to form an adverb. To be able to spell words ending in ly with a consonant letter so it is adding straight to the root word. group guard guide heard heart height history imagine
Term: YEAR 4 Objectives Autumn 1 Recap year 3 prefixes and suffixes 8 Number of weeks increase important interest island knowledge learn length library Autumn 2 Revision of prefixes and suffixes for 2 more weeks. 7 Ssion/sion 2 weeks L.O: To be able to spell words ending in ssion and sion expression, expansion when the root word ends in ss or mit. Cian 2 week Spring 1 L.O: To be able to spell words ending in cian use cian when the root word ends in c or cs musician. material medicine mention minute natural naughty notice occasion(ally) Tion 2 week 6 L.O: To be able to spell words ending in tion when the root word ends in t or te. Ch=k 1 week L.O: To be able to spell words when ch sounds like k scheme. Ch=sh 1 week L.O: To be able to spell words when ch sounds like sh chef. Gue=g 1 week L.O: To be able to spell words when gue sounds like g - tongue Que=k L.O: To be able to spell words when que sounds like k antique.
Spring 2 often opposite ordinary particular peculiar perhaps popular position Sc=s 1 week 6 L.O: To be able to spell words when sc sounds like s science. Ein 1 week L.O:To be able to spell words when ei sounds like ai. Eigh 1 week L.O: To be able to spell words when eigh sounds like ai. Ey 1 week Summer 1 L.O: To be able to spell words when ey sounds like ai. possess(ion) possible potatoes pressure probably promise purpose quarter question Possessive apostrophe for plurals 2 weeks 5 L.O: To be able to spell words with possessive apostrophes for plurals. Y sounds like i 1 weeks L.O: To be able to spell words when y sounds like i. recent regular reign remember sentence separate special straight strange
Summer 2 Homophones 3 weeks 6 L.O: To be able to spell words that are homophones. Near homophones 2 weeks L.O: To be able to spell words that are nearly homophones. strength suppose surprise therefore though/although thought through various weight woman/women Years 5 and 6 There are two key documents that are used within Years 5 and 6 to support spelling: The 2014 Primary National Curriculum in England and Support for Spelling. The majority of children will commence the statutory spelling part of the 2014 Primary National Curriculum in England when they enter Year 5. As a school we have divided the statutory requirements between Years 5 and 6 as detailed below. We have made the decision to teach the statutory spelling rules in Year 5 and then consolidate the spelling rules within Year 6. The word list has been shared between the two year groups. Year 5 Autumn Term Spring Term Summer Term Revise year 3 and 4 spelling rules, approx 2-3 rules per week. Teach all year 5 and 6 spelling rules. Teach all year 5 and 6 spelling rules. Year 6 Autumn Term Spring Term Summer Term Revise all Year 5 and 6 spelling rules and Revise all Year 5 and 6 spelling rules and Revise all Year 5 and 6 spelling rules and
re-teach as intervention where necessary. re-teach as intervention where necessary. re-teach as intervention where necessary. Year 5 word list (44) Accompany According Aggressive Attached Average Awkward Communicate Community Competition Correspond Curiosity Determined Develop Dictionary Equipment Explanation Familiar Forty Harass Identity Immediate Year 6 word list (27) accommodate Amateur Appreciate Category Cemetery Committee Controversy Criticise Definite Desperate Disastrous Embarrass Exaggerate Guarantee Immediately Necessary Opportunity Prejudice Privilege Profession Pronunciation
Individual Interrupt Language Lightning Marvellous Mischievous Rhyme Rhythm Sacrifice Signature Sincerely Vegetable Occupy Occur Persuade Physical Programme Recommend Secretary Shoulder Sincere Soldier Stomach Suggest Symbol System Temperature Variety Vehicle