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Pearson Primary

English Ladder: Grammar and Spelling Bug

Year 1 KEY

New National Curriculum Requirements for England (September 2013)

Prerequisite skills (skills that children have already mastered) in order for children to make progress with the National Curriculum requirement.

Composite skills (steps in children’s learning) that sit under each National Curriculum requirement.

Pearson Primary English Ladder © Pearson 2013

Prerequisites for Each National Curriculum Requirement

New National Curriculum Requirements (Grammar, Punctuation and Spelling) and Composite Skills for

Year 1

Understanding how spoken language can be represented in writing by:

Leaving spaces between words

Build up a bank of high-frequency words

Identify an oral word

Identify an oral sentence

Compose a sentence orally

Ensure that children can recognise sentence boundaries in spoken sentences.

Hear and identify separate words as individual units of meaning.

Be able to recognise the relationship between words and sentences.

Rewrite a simple sentence inserting spaces accurately between words.

Compose own single sentence inserting spaces accurately between words.

Using the word ‘and’ to join words and join sentences

Read the word ‘and’ in different contexts

Notice the word ‘and’ in simple lists

Notice the word ‘and’ used to join sentences

Notice where the word ‘and’ can be used

Notice why ‘and’ is helpful

Recognise how ‘and’ can be used to join words in oral or written text.

Join two words using ‘and’ within a sentence.

Join simple sentences using ‘and’.

Edit a short composition, making decisions about when to join sentences using ‘and’.

Make decisions about when to join sentences using ‘and’ within own short composition.

Pearson Primary English Ladder © Pearson 2013 Page 1 Year 1

Pearson Primary English Ladder © Pearson 2013 Year 1 Page 2



Year 1

Beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark

Recognise a simple sentence as a unit of meaning

Distinguish lower case and upper case

Notice sentence demarcation in text

Hear the difference between statements and questions

Notice question marks in text

Hear the difference between exclamations and questions

Notice exclamation marks in text

Punctuate a simple sentence using a capital letter and full stop accurately.

Punctuate a series of simple sentences using a capital letter and full stop accurately.

Read and identify questions and insert correct punctuation marks. Use the term ‘question mark’.

Compose own questions, punctuating these with question marks.

Identify exclamations and insert correct punctuation marks. Use the term ‘exclamation mark’.

Compose own exclamatory sentences, inserting correct punctuation marks.

Using capital letters for names of people, places, the days of the week and the personal pronoun ‘I’

Distinguish upper case and lower case

Recognise names as nouns that refer to unique nouns in a sentence

Notice where capital letters are used in sentences other than to start them

Use a capital letter for personal pronoun ‘I’.

Use capital letters for names of people.

Use capital letters for names of places.

Use capital letters for days of the week.

Edit a short piece of writing, inserting capital letters correctly for names of people, places and days of the week.

Write a simple sentence using capital letters correctly for all names and the personal pronoun ‘I’.

Compose a short piece of writing using capital letters correctly throughout for all names and the personal pronoun ‘I’.




Year 1

Text structure

Learning how words can combine to make sentences

Know what constitutes a sentence

Recognise a verb

Recognise the subject of a sentence

Sort simple sentences from non-sentences.

Build accurate simple sentences (using a word list to describe a picture).

Build sentences from a word list to fit a written context.

Sequencing sentences to form short narratives

Be able to describe and narrate orally using correct sequence as appropriate

Based on familiar contexts or picture cues, sequence four sentences.

Terminology for pupils

‘Word’, ‘sentence’, letter’, ‘capital letter’, ‘full stop’, ‘punctuation’, ‘singular’, ‘plural’, ‘question mark’ and ‘exclamation mark’

Understand that parts of words and parts of speech have correct names

Hear the difference between singular and plural

Label appropriately: ‘letter’, ‘capital letter’, ‘word’ and ‘sentence’.

Label appropriately: ‘full stop’, ‘question mark’, ‘exclamation mark’ and ‘punctuation’.

Label appropriately: ‘singular’ and ‘plural’.




Year 1

Spelling and Word Structure

Learning to spell:

Words containing each of the 40+ phonemes already taught Identify all vowels and all consonants

Know that phonemes are represented by graphemes

Hear separate phonemes in single syllable words

Know that phonemes can be represented by more than one grapheme

Segment adjacent consonants

Revise spelling of VC and CV words, e.g. ‘at’ / ‘ma’.

Revise spelling of CVC words including consonant digraphs, e.g. ‘push’.

Spell CVC words where the final digraphs ‘ff’, ‘ll’, ‘ss’, ‘zz’ and ‘ck’ are used.

Spell CCVC words, including those containing the final digraphs ‘ff’, ‘ll’, ‘ss’, ‘zz’ and ‘ck’.

Spell CVCC words, including an emphasis on ‘nk’ adjacent consonants.

Spell CCVCC words.

Spell CCCVC words.

Identify separate words within phonically decodable compound words.

Spell phonically plausible compound words.

Common exception words, e.g. ‘the’, ‘said’, ‘one’, ‘two’

Read and spell words that are decodable using phonemes already taught

Read and spell selected list of common exception words, in families / sets where possible, e.g. ‘some’ / ‘come’.

Use mnemonics to spell words where appropriate, e.g. ‘said’: ‘seven ants in danger’.




Year 1

The days of the week

Recognise the days of the week orally and in reading

Read and spell the word ‘day’ using known phonemes.

Read and spell ‘Sunday’ and ‘Friday’ using familiar phonemes.

Read and spell ‘Monday’, using some familiar phonemes and emphasising the spelling of the ‘u’ (/ʌ/) sound with an ‘o’.

Read and spell ‘Thursday’ and ‘Saturday’, emphasising the common ‘ur’ grapheme in each of these words.

Read and spell ‘Tuesday’ emphasising the spelling of the ‘oo’ (/u:/) sound with ‘ue’.

Read and spell ‘Wednesday’, exaggerating the ‘silent’ syllable.

Naming the letters of the alphabet:

Naming the letters of the alphabet in order Hear and recognise the alphabet

Distinguish between the names of letters and the phonemes that letters represent

Know the difference between lower case and upper case

Put the alphabet in the correct order.

Read and name the letters of the alphabet in upper case.

Read and name the letters of the alphabet in lower case, including an emphasis on differentiating ‘b’ and ‘d’.

Hear and select letters of the alphabet in both upper case and lower case.




Year 1

Using letter names to distinguish between alternative spellings of the same sound Know that phonemes are represented by graphemes

Know that phonemes can be represented by more than one grapheme

Read and spell words ending ‘ee’ (/i:/), spelled ‘-y’.

Read and spell words beginning with ‘wh-’.

Read and spell words ending with the /v/ sound spelled ‘ve’. Read and spell words containing the ‘ch’ (/tʃ/) sound spelled ‘tch’.

Read and spell common words containing the grapheme ‘ph’, e.g. ‘phone’ / ’elephant’.

Adding prefixes and suffixes:

Using the spelling rule for adding ‘-s’ or ‘-es’ as the plural marker for nouns

Hear and identify the /s/ or /z/ sound at the ends of plural words

Identify the /ɪz/ sound at the end of words

Identify the ‘ch’ (/tʃ/), ‘sh’ (/ʃ/), /x/ and /z/ sounds at the ends of words Identify common nouns

Add ‘-s’ to singular nouns to form the plural, e.g. ‘books’.

Add ‘-es’ to singular nouns to form the plural if the ending sounds /ɪz/ and forms an extra syllable in the word, e.g. ‘buses’.

Distinguish between nouns that will require ‘-s’ and those requiring ‘-es’ when in plural form.

Using the spelling rule for adding ‘-s’ or ‘-es’ as the third person singular marker for verbs

Hear the difference between ‘-s’ and ‘-es’ endings

Identify common verbs

Add ‘-s’ to the third person singular form of verbs, e.g. ‘claps’.

Add ‘-es’ to the third person singular form of verbs if the ending sounds /ɪz/ and forms an extra syllable in the word, e.g. ‘catches’.

Distinguish between third person singular forms of verbs that will require ‘-s’ and those requiring ‘-es’ when in the plural form.




Year 1

Adding ‘-ing’, ‘-ed’, ‘-er’ and ‘-est’ where no change is needed in the spelling of root words (e.g. ‘helping’, ‘helped’, ‘helper’, ‘eating’, ‘quicker’, ‘quickest’)

Know that words can be built by adding suffixes

Recognise common verbs Use common adjectives

Add the ‘-ing’ suffix where no change is needed in the spelling of the root word.

Recognise ‘-ed’ as a common suffix used to show the past tense of verbs.

Add the ‘-ed’ suffix to verbs where no change is needed in the spelling of the root word.

Add the ‘-er’ suffix to verbs to make nouns, e.g. ‘helper’, ‘keeper’, ‘farmer’ (where no change is needed in the spelling of the root word).

Recognise ‘-er’ and ‘-est’ as common suffixes showing comparative adjectives.

Add ‘-er’ and ‘-est’ to adjectives where no change is needed in the spelling of the root word.

Learning how the prefix ‘un-’ changes the meaning of verbs and adjectives (negation, e.g. ‘unkind’, or undoing, e.g. ‘untie the boat’)

Know that words can be built by adding prefixes

Recognise that the ‘un-’ prefix is used to negate e.g. ‘untie’.

Add the ‘un-’ prefix to words.

Select words that can be correctly prefixed with ‘un-’.

Pearson Primary


Year 2 KEY







Year 2

Understanding how spoken language can be represented in writing by learning how to use:

The correct punctuation for different sentence forms: statement, question, exclamation

Y1 Know that sentences can take different forms

Y1 Match full stops, questions marks and exclamation marks to appropriate sentences

Y1 Recognise the difference between statements, questions and exclamatory sentences

Y1 Compose simple sentences

Hear, read and identify statements, questions and exclamations inserting the appropriate punctuation. Use the correct terminology.

Compose own statements, using the correct punctuation.

Compose own questions, using the correct punctuation. Compose own exclamatory sentences, using the correct punctuation.

Commas for lists

Recognise lists

Compose lists orally

Use a comma orally / physically

Y1 Recognise and use adjectives

Hear and identify separate items in a list.

Create a list of three items, using a comma and ‘and’ to separate items.

Compose simple descriptions of known items using two adjectives separated with a comma, e.g. ‘the heavy, dark cloud.’

Apostrophes Recognise contracted forms orally

Notice the apostophe in text

Understand that contracted forms represent two separate words

Recognise the relationship between two words if one belongs to the other

Recognise that apostrophes can be used to express ‘belonging to’

Hear / read and match contracted words with their uncontracted forms.

Physically contract two words into one, based on a model.

Move from uncontracted to contracted forms and vice versa.

Compose sentences applying apostrophes for contraction in appropriate contexts.

Use the possessive apostrophe (for singular nouns).





Year 2

Imperative verbs

Y1 Recognise a verb Y1 Understand the function of verbs


Recognise and identify imperative (bossy) verbs in command sentences.

Compose command sentences using imperative verbs.

Expanded noun phrases to describe and specify (for example, ‘the blue butterfly’)

Y1 Recognise a sentence Understand the function of nouns

Y1 Understand the function of adjectives

Understand why description is helpful

Understand that noun phrases can take the place of nouns

Understand the difference between a word and a phrase

Identify nouns within sentences, using the correct terminology.

Identify simple noun phrases, e.g. ‘the dog’, within sentences, using the correct terminology.

Identify expanded noun phrases as giving more detail, e.g. ‘the big, black dog.’

Expand simple noun phrases within a sentence, e.g. altering ‘I saw a house’ to ‘I saw a large house.’

Subordination (using ‘when’, ‘if’, ‘that’, or ‘because’) and co-ordination (using ‘or’, ‘and’, or ‘but’)

Y1 Distinguish sentences from phrases

Distinguish sentences from subordinate clauses

Know and recognise the words ‘and’, ‘but’ and ‘or’

Know that sentences can be joined together in a variety of ways

Know and recognise the words ‘when’, ‘if’, ‘that’ and ‘because’

Recognise the dependent relationship a subordinate clause has to a main clause

Identify simple sentences as units of meaning that make sense on their own.

Hear / read sentences, identifying the use of the coordinating words ‘and’, ‘but’ and ‘or’.

Join simple sentences with appropriate use of ‘and’, ‘but’ and ‘or’.

Identify main clauses within sentences. Identify subordinate clauses within sentences. (The terms ‘main clause’ and ‘subordinate clause’ need not be learned.)

Match subordinate clauses to main clauses so that they make sense in a given context.

Generate subordinates using ‘when’, ‘because’, ‘that’ and ‘if’ to attach to a given main clause.



New National Curriculum Requirements

(Grammar, Punctuation and Spelling) and Composite Skills for Year 2

Text structure

The consistent use of present tense versus past tense throughout texts, and use of the continuous form of verbs in the present and past tense, to mark actions in progress,

e.g. ‘she is drumming’, ‘he was shouting’

Hear and identify verbs in the past tense and in the present tense

Distinguish past tense and present tense verbs orally

Understand the need for consistency in use of tense

Understand that verbs can be written in the form of phrases

Know the forms for the verb ‘to be’

Recognise the continuous form (using ‘- ing’). Know that the subject and verb must agree when connected using ‘to be’ in a sentence

Distinguish between present and past tense sentences.

Identify inconsistencies of tense in short passages and edit them to ensure consistency of tense and sense.

Compose sentences using consistent use of past or present tense.

Identify continuous verb phrases in sentences.

Change present tense continuous verb phrases to past, and vice versa.

Compose continuous verb phrases for sentences to fit given contexts.



New National Curriculum Requirements (Grammar, Punctuation and Spelling) and

Composite Skills for Year 2


Learning to spell by segmenting spoken words into phonemes and representing these by graphemes:

Consonant phonemes Y1 Identify all consonants and all vowels

Y1 Know that the /s/ phoneme can be represented using different graphemes

Y1 Know that some consonant phonemes can be represented by graphemes of more than one letter

Know that some letters are ‘silent’

Y1 Segment consonant and vowel phonemes within single-syllable words

Revise segmentation of CVC, CCVC, CVCC word, etc. (see Year 1 word lists in English Appendix 1), from oral prompt.

Read and spell the /s/ sound spelled ‘c’ before ‘e’, ‘i’ and ‘y’.

Revise spelling of consonant digraphs.

Read and spell the /n/ sound spelled ‘kn’ and (less often) ‘gn’ at the beginning of words.

Read and spell the ‘r’ (/ɹ/) sound spelled ‘wr’ at the beginning of words.

Read and spell consonant trigraphs.

Practise segmentation using these newly-acquired consonant phonemes.



New National Curriculum Requirements (Grammar, Punctuation and Spelling) and

Composite Skills for Year 2

Vowel phonemes Hear and identify the ‘igh’ (/aɪ/) sound

Hear and identify the ‘or’ (/ɔ:/)sound

Hear and identify the ‘u’ (/ʌ/) sound

Hear and identify the ‘ee’ (/i:/) sound

Hear and identify the ‘o’ (/ɒ/) sound

Hear and identify the ‘ur’ (/ɜ:/) sound

Understand that vowel phonemes may be represented using more than one letter

Y1 Know how to segment simple single- syllable spoken words

Read and spell the ‘igh’ (/aɪ/) sound spelled ‘y’ at the end of words.

Read and spell the ‘or’ (/ɔ:/) sound spelled ‘al’ and ‘ar’.

Read and spell the ‘u’ (/ʌ/) sound spelled ‘o’.

Read and spell the ‘ee’ (/i:/) sound spelled ‘ey’.

Read and spell the ‘o’ (/ɒ/) sound spelled ‘a’ after ‘w’ and ‘qu’.

Read and spell the ‘ur’ (/ɜ:/) sound spelled ‘or’ after ‘w’.

Read and spell vowel digraphs and trigraphs.

Practise segmentation using newly-acquired vowel phonemes.

Adding suffixes to spell longer words

e.g. ‘-ing’, ‘-ed’, ‘-er’, ‘-est’ and ‘-y’ Y1 Know that words can be built up by using suffixes

Y1 Differentiate consonants and vowels

Add ‘-ing’, ‘-ed’, ‘-er’, ‘-est’ and ‘-y’ to words in which no change to the root word is required.

Add ‘-ing’, ‘-ed’, ‘-er’, ‘-est’ and ‘-y’ to words of one syllable ending in a single consonant letter after a single vowel letter.

Add ‘-ing’, ‘-ed’, ‘-er’, ‘-est’ and ‘-y’ to words ending in vowel-consonant-e.

Add ‘-ing’, ‘-ed’, ‘-er’ and ‘-est’ to words ending consonant-‘y’ (‘y’ becomes ‘i’). Learn exception words ending consonant-‘i’: ‘skiing’ and ‘taxiing’.




Year 2

e.g. ‘-ment’, ‘-ness’, ‘-ful’, ‘-less’, ‘-ly’ and ‘-tion’ Y1 Know that words can be built up by adding suffixes

Recognise the ‘shun’ (/ʃən/) sound at the end of words

Build words with suffixes, e.g. ‘-ment’, ‘-ness’, ‘-ful’, ‘- less’ and ‘-ly’, where no change to the root word is required. Spell words with suffixes, e.g. ‘-ment’, ‘-ness’, ‘-ful’, ‘- less’ and ‘-ly’, where no change to the root word is required.

Read and spell words ending in ‘-tion’.

Learning new rules of spelling as listed in English Appendix 1, including:

The ‘j’ (/dʒ/) sound spelled as ‘-ge’ and ‘-dge’ at the end of words, and sometimes spelled as ‘g’ elsewhere in words before ‘e’, ‘i’ and ‘y’

Hear and identify the ‘j’ (/dʒ/) sound

Differentiate between long and short vowel sounds

Revise the ‘j’ (/dʒ/) sound before ‘a’, ‘o’ and ‘u’.

Revise the ‘j’ (/dʒ/) sound before ‘e’, ‘i’ and ‘y’.

Read and spell the /dʒ/ sound at the end of short vowel words.

Read and spell the /dʒ/ sound at the end of long vowel words.




Year 2

Common homophones

Know that some words sound the same but have different meanings and are spelled differently

Spell common homophones using phonemes learned, e.g. ‘to’ / ‘too’.

Hear and distinguish (near) homophones.

Identify and select correct (near) homophone for given context / sentence.

Spell correct (near) homophone for given context / sentence.

The /l/ or schwa-/l/ (/əl/) sound

Hear and identify the /l/ or schwa- /l/ (/əl/) sound

Know that this sound can be represented using different graphemes

Spell ‘-le’ ending words.

Spell ‘-el’ ending words.

Spell ‘-al’ ending words.

Spell ‘-il’ ending words.

Adding ‘-es’ to nouns / verbs ending consonant-‘y’, e.g. ‘babies’ / ‘carries’ Y1 Understand the terms ‘singular’ and ‘plural’ and know that plurals usually acquire an ‘-s’

Y1 Understand the term ‘consonant’

Y1 Know the difference between nouns and verbs

Revise simple plurals, e.g. ‘dogs’.

Pluralise words ending consonant-‘y’, e.g. ‘babies’.

Revise simple third-person singular present tense, e.g. ‘sits’.

Read and spell third-person singular present tense of words ending consonant-‘y’, e.g ‘cries’.

Learning to spell common exception words

Y1 Know that some words are not phonically plausible

Y1 Know that some non- phonically-plausible words can be grouped into families, e.g. common letter strings and roots

Y1 Know that some words follow no obvious pattern and simply need to be memorised

Read then spell common exception words in sets of families / patterns.

Read then spell common exception words that can’t be put into families.

Pearson Primary


Years 3 and 4 KEY







Years 3 and 4

Developing children’s understanding of how spoken language differs from and can be represented in writing by:

Extending the range of sentences with more than one clause by using a wider range of connectives including ‘when’, ‘if’, ‘because’ and ‘although’

Y1 Identify a subject and a verb

Y2 Identify a clause and a simple sentence

Y2 Use simple conjunctions, e.g. ‘and’, ‘but’ and ‘so’

Identify an adverb

Identify main and subordinate clauses within sentences.

Add subordinate clauses before and after main clauses.

Choose appropriate connectives to link subordinate clauses to main clauses.

Choose appropriate connecting adverbs to link ideas expressed in consecutive sentences.

Compose complex sentences using appropriate subordinating conjunctions and connecting adverbs.

Choosing nouns or pronouns appropriately for clarity and cohesion, and to avoid ambiguity and repetition

Y2 Identify the difference between a word and a phrase

Y1 Identify plurals


Use accurate subject-verb agreement

Identify nouns and pronouns within a text.

Identify synonymous nouns / noun phrases within a passage, e.g. ‘the woman’ / ‘the lady’ / ‘the teacher’.

Make appropriate links between nouns and pronouns within a text, e.g. ‘The teacher … she’; ‘The bus … it’.

Change pronouns to reflect singular / plural, e.g. ‘the players … they …’; ‘the dog … it …’.

Compose linked sentences using pronouns consistent with nouns.

Improve text by removing repetition of pronouns or nouns, replacing these appropriately.

Improve text by replacing ambiguous pronouns with precise nouns, e.g. ‘The teacher told the girl off. She looked very unhappy’.

Pearson Primary English Ladder © Pearson 2013 Page 1

Years 3 and 4

Pearson Primary English Ladder © Pearson 2013 Years 3 and 4 Page 2



Years 3 and 4

Using conjunctions, adverbs and prepositions [and the present perfect form of verbs in contrast to the past tense] to express time and cause

Y2 Know a range of simple conjunctions

Know simple temporal connecting adverbs, e.g. ‘firstly’, ‘finally’

Identify prepositions

Revise known conjunctions, separating them into time (‘when’, ‘once’, ‘as’, ‘since’) and cause (‘because’, ‘since’, ‘as’, ‘due to’).

Select appropriate time / cause words to make sentences make sense.

Select appropriate temporal connecting adverbs, e.g. ‘secondly’, ‘finally’, ‘eventually’, ‘soon’ and ‘at long last’, to fit sentence context.

Select appropriate prepositions for use within phrases that express time, e.g. ‘at’ (‘at noon’), ‘by’ (‘by the time I arrive home’), ‘before’ (‘before the icing hardens’), ‘on’ (‘on Saturday’), ‘in’ (‘in the middle of the day’) and ‘after’ (‘after eating’).

Compose sentences using conjunctions, adverbs and prepositions to express time and cause.


Prerequisites for Each National

Curriculum Requirement


Years 3 and 4

Using fronted adverbials

Y2 Identify phrases

Y2 Identify main clauses

Identify adverbs and know that they can appear in several positions within a sentence

Y2 Know that commas are used to separate phrases and clauses

Identify adverbial phrases expressing where, when and how within sentences.

Identify the main clause and adverbial within sentences.

Select appropriate adverbials to modify a main clause.

Move the position of adverbials so that they occur in front of a main clause, adding commas accurately.

Select then connect a fronted adverbial to a main clause, using a comma.

Compose a fronted adverbial for a given main clause and punctuate correctly.

Compose sentences with fronted adverbials (using commas correctly).

Using the present perfect form of verbs in contrast to the simple past tense Know and understand expressions of time Write simple past tense sentences Understand the consistent use of present tense or past tense throughout texts, and use of the continuous form of verbs in the present and past tense to mark actions in progress

Recognise the present perfect tense.

Form the present perfect tense.

Distinguish expressions of time that are specific/complete (e.g. ‘yesterday’, ‘at two o’clock’) from those that are non-specific/incomplete (e.g. ‘already’, ‘so far’).

Distinguish sentences that express experiences relating to non-specific/incomplete times from those relating to specific/complete times and select time expressions appropriately.

Choose whether to use the simple past or present perfect depending on the time expression used.

Complete sentences correctly applying present perfect form where appropriate (using the simple past tense where appropriate). Compose sentences using the present perfect tense correctly.




Years 3 and 4

Indicating possession by using the possessive apostrophe with singular and plural nouns

Y2 Recognise singular and plural forms of nouns

Y2 Know that apostrophes are used to create contractions

Pluralise words in sentence context, e.g. ‘Look at those two dogs.’

Spell irregular plurals (i.e. not ending ‘-s’), e.g. ‘children’.

Spell singular possessives with apostrophes, e.g. ‘Fred’s bike.’

Spell plural possessives with apostrophes, e.g. ‘The boys’ bikes.’

Compose the singular-possessive-apostrophe version of sentences expressing ownership, e.g. ‘The chair belonging to the teacher’ becomes ‘The teacher’s chair.’

Compose the plural-possessive-apostrophe version of sentences expressing ownership, e.g. ‘The car park belonging to the teachers’ becomes ‘The teachers’ car park.’

Spell possessive irregular plurals in sentence context, e.g. ‘children’s’.

Insert both singular and plural possessive apostrophes correctly into sentences.

Compose own sentences involving both singular and plural use of the possessive apostrophe.




Years 3 and 4

Using and punctuating direct speech Y1 Use capital letters, full stops, question marks and exclamation marks to demarcate sentences

Understand that spoken language differs from written language

Distinguish correctly-punctuated speech from incorrect examples.

Apply the ‘new speaker, new line’ rule accurately.

Position inverted commas accurately within written dialogue.

Use capital letters correctly when opening speech.

Choose correct punctuation (e.g. a comma, question mark or exclamation mark) before closing inverted commas.

Identify errors in speech punctuation (including inverted commas, opening capital letter, closing punctuation for a new speaker).

Compose speech using opening and closing inverted commas, capital letter, closing punctuation before closing inverted commas and apply ‘new speaker, new line’ rule for responses.


Adding suffixes beginning with vowels to words with more than one syllable Y1 Know the terms ‘consonant’ and ‘vowel’ and be able to identify each

Y2 Know that words can be built by adding suffixes

Y1 Identify words of more than one syllable

Identify the doubling of final consonants when looking at words with vowel suffixes, e.g. ‘forgetting’.

Add suffixes to root words, doubling their final consonants as necessary.

Use the suffix ‘-ation’ applying the rules already learned.

Spell words containing at least two syllables with vowel suffixes.




Years 3 and 4

Adding the suffix ‘-ly’ Y2 Know that new words can be made by adding the suffix ‘-ly’

Identify different word endings

Know that some words need modification before addition of suffix

Revise building words by adding ‘-ly’ where no modification is required.

Compare words requiring no modification, e.g. ‘quickly’ with words ending in ‘-y’, e.g. ‘happily’.

Compare words requiring no modification, e.g. ‘quickly’ with words ending in ‘-le’, e.g. ‘gentle’ / ‘gently’.

Compare words requiring no modification, e.g. ‘quickly’ with words ending in ‘-ic’, e.g. ‘basically’.

Apply rule to words ending in ‘-y’, e.g. ‘angry’.

Apply rule to words ending in ‘-le’.

Apply rule to words ending in ‘-ic’.

Learning the meanings of and using common prefixes

Y1 Know that new words can be made by adding prefixes to existing words

Y1 Know that some prefixes create negative versions of existing words

Add ‘in-’ to root words requiring no change. Compare ‘inactive’, ‘incorrect’ etc. with ‘illegal’ etc. and apply the rule effectively to words beginning with ‘l’, ‘m’, ‘p’ and ‘r’.

Add ‘re-’, ‘sub-’ and ‘inter-’ based on context / sentence.

Add ‘super-’, ‘anti-’ and ‘auto-’ based on context / sentence.

Words with ‘-sure’ (/ʒə/) and ‘-ture’ / ‘-cher’ (/tʃə/) endings

Be able to differentiate word endings by sound

Differentiate ‘-sure’ (/ʒə/) and ‘- ture’ (/tʃə/) endings by sound

Y2 Know that some sounds have more than one spelling

Sort ‘-sure’ (/ʒə/) and ‘-ture’ (/tʃə/) words by sound.

Spell words ending in ‘-sure’ and ‘-ture’ correctly.

Sort /tʃə/ words by sound into ‘-ture’ and ‘-(t)cher’, e.g. ‘teacher’ / ‘watcher’.

Spell words ending ‘-ture’ and ‘-(t)cher’ correctly.


Prerequisites for Each National Curriculum

Requirement


Years 3 and 4

The suffix ‘-ous’ Y2 Know that new words can be made by adding suffixes to existing words.

Recognise ‘-ous’ as the spelling of the suffix that sounds like ‘us’

Know that some words have to be modified when adding suffixes

Y1 Know that some spellings just have to be learned

Add ‘-ous’ to words needing no modification, e.g. ‘danger’.

Add ‘-ous’ to words ending in ‘-our’, e.g. ‘humour’ / ‘humorous’.

Add ‘-ous’ to words ending in ‘-ge’, e.g. ‘courage’ / ‘courageous’.

Learn ‘ee’ (/i:/) sound exceptions, e.g. ‘piteous’ / ‘furious’.

Endings that sound like ‘shun’ (/ʃən/), spelled ‘-tion’, ‘-sion’, ‘-ssion’ or ‘-cian’

Y2 Know that new words can be made by adding suffixes to existing words

Recognise ‘-ion’ as the spelling of the suffix that sounds like ‘un’ (/ən/)

Know that some words have to be modified when adding suffixes

Y1 Know that some sounds can be spelled in more than one way

Add ‘-ion’ to words ending ‘-t’, e.g. ‘act’ / ‘action’, words ending ‘-te’, e.g. ‘complete’ / ‘completion’ and words ending ‘-ss’, e.g. ‘discuss’ / ‘discussion’.

Add ‘-ion’ to words ending ‘-d’, e.g. ‘expand’ / ‘expansion’ (learn exceptions).

Add ‘-ion’ to words ending ‘-mit’, e.g. ‘permit’ / ‘permission’.

Add ‘-ian’ to words ending ‘-c’, e.g. ‘music’ / ‘musician’.

Add ‘-ian’ to word ending ‘-s’, e.g. ‘mathematics’ / ‘mathematician’.


Prerequisites for Each National Curriculum

Requirement


Years 3 and 4

Learning words that are often misspelled when prefixes and suffixes are added, or that have different origins

Y1 Know that some spellings just have to be learned

Y1 Know that some sounds can be spelled in more than one way

Spell words that are often misspelled when prefixes and suffixes are added.

Spell words with the /k/ sound spelled ‘ch’ (Greek origin).

Spell words with the ‘sh’ (/ʃ/) sound spelled ‘ch’ (mostly French origin).

Spell words ending with the /g/ sound spelled ‘-gue’ and the /k/ sound spelled ‘-que’ (French origin).

Spell words with the /s/ sound spelled ‘sc’ (Latin origin).

Spell words with the ‘ai’ (/eɪ/) sound spelled ‘ei’, ‘eigh’ or ‘ey’.

Learning the words shown in English Appendix 1, organised where possible into families

Pearson Primary


Years 5 and 6 KEY








Years 5 and 6

Understanding how spoken language can be represented in writing by:

Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

Y3/4 Understand that spoken language differs from written language

Y2 Learn when and how to use punctuation correctly, including apostrophes for contracted forms

Y2 Use some features of written Standard English


Distinguish Standard English heard and read from non- standard forms. Understand the necessity of Standard English for formal composition.

Hear, read and identify formal language as distinct from informal examples, where Standard English is common to all.

Select formal alternatives to informal words and phrases.

Identify personal and impersonal forms of writing and select form as appropriate to purpose.

Compose formal and informal personal and impersonal sentences as appropriate to purpose.

Hear, read and identify subjunctive form within formal text.

Rewrite sentences to apply subjunctive form.

Using passive verbs to affect the presentation of information in a sentence

Identify the subject and the verb within a simple sentence


Use of verb forms accurately to indicate tense

Understand and identify the subject and the object in sentences.

Match passive / active sentences on related subject matter.

Hear / read passive and active sentences (on related subject matter), and sort / identify as such.

Rewrite active sentences using passive verbs, and vice versa.

Select elements of a text to be rewritten into the passive or active form in order to achieve a given effect.


Prerequisites for each National Curriculum Requirement


Years 5 and 6

Using expanded noun phrases to convey complicated information concisely

Y2 Use an adjective to expand a noun phrase

Understand the term ‘noun’

Understand the term ‘phrase’

Understand the term ‘adjective’

Recognise a simple noun phrase.

Expand a simple noun phrase with appropriate adjective(s), based on context.

Identify noun phrases in which expansion / detail comes after the noun, e.g. ‘the chair in the corner’, ‘the fact that she was lying’ and ‘the day he had been dreading’.

Expand noun phrases with detail after the noun, based on context.

Compose noun phrases with detail after the noun, in the context of a passage.

Compose noun phrases with adjective(s) before the noun and detail after it, within a passage.

Compose complete sentences, expanding noun phrases in a variety of ways.

Using modal verbs or adverbs to indicate degrees of possibility

Understand the term ‘verb’

Understand the term ‘adverb’, and that an adverb modifies the verb

Rank adverbs for degrees of possibility: ‘definitely’, ‘possibly’, ‘probably’, ‘rarely’, ‘never’, ‘certainly’, ‘perhaps’, ‘surely’ and ‘seldom’.

Identify possibility adverbs within sentences, then within passages.

Identify modal verbs within sentences, then within passages.

Rank modal verbs for degrees of possibility: ‘must’, ‘might’, ‘may’, ‘should’, ‘could’, ‘will’, ‘shall’, ‘ought’, ‘would’ and ‘can’.

Choose the appropriate modal verb / adverb for a sentence, within context.

Compose sentences with adverbs / modal verbs to illustrate / support a context.




Years 5 and 6

Using relative clauses beginning with ‘who’, ‘which’, ‘where’, ‘why’, ‘whose’ or ‘that’ with an implied (i.e. omitted) relative pronoun

Understand the term ‘clause’

Understand how to use commas to separate clauses

Identify relative clauses in different positions within sentences.

Understand the uses of ‘who’ and ‘whose’.

Choose appropriately from ‘who’, ‘which’, ‘whose’, ‘where’, ‘why’ and ‘that’ to begin a pre-written relative clause.

Choose the appropriate relative clause to fit a context.

Compose a relative clause for addition to a sentence (in different positions).

Compose full sentences that include relative clauses.

Use ‘who’ and ‘whom’ accurately in relation to a subject and an object.

Using the perfect form of verbs to mark relationships of time and cause Distinguish between and form simple present, simple past and simple future tenses Y3-4 Distinguish sentences that have non-specific/incomplete expressions of time (e.g. ‘before’) and sentences that have specific/complete expressions of time (e.g. yesterday) Y3-4 Form present perfect verbs

Distinguish between sentences that use present-, past- and future-perfect forms.

Form past perfect and future perfect verbs.

Choose the correct perfect form based on sentence context.

Choose between the perfect form and simple form based on sentence context.

Compose sentences accurately applying present-, past- and future-perfect forms.

Compose sentences to show cause, using present-, past- and future-perfect forms.




Years 5 and 6

Indicating grammatical and other features by:

Using commas to clarify meaning or avoid ambiguity in writing Y3/4 Use commas for fronted adverbials

Y2 Use commas for listing

Understand the term ‘phrase’

Understand the term ‘adverbial’

Understand the term ‘clause’

Use commas in lists, including lists of phrases and clauses.

Use commas when inserting additional information, including clauses.

Use commas to separate names at the beginning or end of a sentence.

Use commas when fronting adverbials and sub-clauses.

Recognise ambiguity within sentences, caused by the absence of a comma.

Correct ambiguity with commas, e.g. ‘I hate that Bill.’

Using hyphens to avoid ambiguity Distinguish between the functions of a hyphen and a dash

Understand the term ‘compound word’

Recognise compound words, e.g. ‘playground’.

Understand that some compound words require hyphens.

Hyphenate compounds appropriately.

Recognise ambiguities, e.g. ‘man eating shark’.

Correct ambiguities with hyphens.




Years 5 and 6

Using brackets, dashes or commas to indicate parenthesis

Understand simple sentence structure

Use commas to separate clauses

Identify the element of a sentence that explains / adds information, can be removed from within the sentence and leave the sentence making sense, and is within brackets.

Compose content for parenthesis within brackets.

Identify the element of a sentence that explains / adds information, can be removed from within the sentence and leave the sentence making sense, and is between dashes.

Compose content for parenthesis between dashes.

Identify the element of a sentence that explains / adds information, can be removed from within the sentence and leave the sentence making sense, and is between commas.

Compose content for parenthesis between commas.

Compose parentheses for sentences / texts, choosing brackets in formal non-fiction, commas in narrative and dashes in more informal writing, e.g. letters and diaries.




Years 5 and 6

Using semicolons, colons or dashes to mark boundaries between independent clauses

Understand simple sentence structure

Use commas to separate clauses

Recognise then use colons to introduce lists, quotes and examples.

Recognise then use semicolons to separate items in a list of longer items that already contain punctuation.

Use a colon to link two sentences that do not have equal weight, e.g. where one explains, expands or provides an example for the other.

Use a semicolon to separate two sentences that are related and are of equal weight.

Use a dash in place of a semicolon in informal contexts.

Compose sentences accurately using a colon, a semicolon and a dash to separate and link clauses.

Punctuating bullet points consistently Create lists of longer items (i.e. not just single words)

Use capital letters and full stops

Arrange lists of longer items into bullet points, ensuring that the introductory clause is not one of the bullet points.

Use a colon after the introductory clause.

Begin each point with a capital letter, unless it continues the sentence begun in the introductory clause.

End each point consistently, with a comma, a semicolon if the points are phrases and clauses already containing punctuation, or no punctuation. End the final bullet point with a full stop.

Ensure that the sentence following the list is not bulleted.

Compose bulleted lists of longer items, using the correct punctuation.

Using and understanding the grammatical terminology in English Appendix 2 accurately and appropriately in discussing writing and reading



(Grammar, Punctuation and Spelling) and Composite Skills for

Years 5 and 6

Spelling and Word Structures

Endings that sound like ‘shus’ (/ʃəs/) spelled ‘-cious’ or ‘-tious’

Endings that sound like ‘shul’ (/ʃəl/) spelled ‘-cial’ or ‘-tial’

Words ending in ‘-ant’, ‘-ance’ / ‘-ancy’, ‘-ent’ or ‘-ence’ / ‘-ency’

Words ending in ‘-able’ and ‘-ible’

Adding suffixes beginning with vowels to words ending in ‘-fer’

Using hyphens to link words

Words with the ‘ee’ (/i:/) sound spelled ‘ei’ after ‘c’

Words containing the letter-string ‘ough’

Words with ‘silent letters’ (i.e. letters that cannot be predicted from the pronunciation of the word)

Homophones and other words that are often confused

Learning the homophones: ‘aisle’ / ‘isle’; ‘aloud’ / ‘allowed’; ‘affect’ / ‘effect’; ‘altar’ / ‘alter’; ‘ascent’ / ‘assent’; ‘farther’ / ‘father’; ‘guessed’ / ‘guest’; ‘heard’ / ‘herd’; ‘led’ /

‘lead’

Using knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learned specifically, as listed in English Appendix 1

Using dictionaries to check spellings and meanings of words

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

Using a thesaurus

Terminology for Pupils

‘Active verb’ and ‘passive verb’, ‘subject’ and ‘object’, ‘hyphen’, ‘synonym’, ‘colon’ and ‘semicolon’, and ‘bullet points’


Pearson Primary


Appendix 1: Word Lists

KEY


Example Words for Spelling (Non-statutory)


Pearson Primary English Ladder © Pearson 2013 Page 1 Appendix 1

English Appendix 1: New National Curriculum

Requirements


Year 1 The sounds /f/, /l/, /s/, /z/ and /k/ spelled ‘ff’, ‘ll’, ‘ss’, ‘zz’ and ‘ck’

off, well, miss, buzz, back

The /ŋ/ sound spelled ‘n’ before ‘k’ bank, think, honk, sunk Division of words into syllables pocket, rabbit, carrot, thunder, sunset The letter string ‘tch’ catch, fetch, kitchen, notch, hutch The /v/ sound at the end of words have, live, give Adding ‘-s’ and ‘-es’ to words (plural nouns and third-person singular verbs)

cats, dogs, spends, rocks, thanks, catches

Adding the endings ‘-ing’, ‘-ed’ and ‘-er’ to verbs where no change is needed to the root word

hunting, hunted, hunter, buzzing, buzzed, buzzer, jumping, jumped, jumper

Adding ‘-er’ and ‘-est’ to adjectives where no change is needed to the root word

grander, grandest, fresher, freshest, quicker, quickest

Vowel digraph: ai rain, wait, train, paid, afraid Vowel digraph: oi oil, join, coin, point, soil Vowel digraph: ay day, play, say, way, stay Vowel digraph: oy boy, toy, enjoy, annoy Vowel digraph: a-e made, came, same, take, safe Vowel digraph: e-e these, theme, complete Vowel digraph: i-e five, ride, like, time, side Vowel digraph: o-e home, those, woke, hope, hole Vowel digraph: u-e June, rule, rude, use, tube, tune Vowel digraph: ar car, start, park, arm, garden

Vowel digraph: ee see, tree, green, meet, week Vowel digraph: ea (/i:/) sea, dream, meat, each, read (present tense) Vowel digraph: ea (/ɛ/) head, bread, meant, instead, read (past tense) Vowel digraph: er (/ɜ:/) (stressed sound:) her, term, verb, person

Vowel digraph: er (/ə/) (unstressed schwa sound:) better, under, summer, winter, sister

Vowel digraph: ir girl, bird, shirt, first, third Vowel digraph: ur turn, hurt, church, burst, Thursday Vowel digraph: oo (/u:/) food, pool, moon, zoo, soon Vowel digraph: oo (/ʊ/) book, took, foot, wood, good Vowel digraph: oa boat, coat, road, coach, goal Vowel digraph: oe toe, goes Vowel digraph: ou out, about, mouth, around, sound Vowel digraph: ow (/aʊ/) now, how, brown, down, town Vowel digraph: ow (/əʊ/) own, blow, snow, grow, show Vowel digraph: ue blue, clue, true, rescue, Tuesday Vowel digraph: ew new, few, grew, flew, drew, threw Vowel digraph: ie (/aɪ/) lie, tie, pie, cried, tried, dried




Year 1 (continued) Vowel digraph: ie (/i:/) chief, field, thief

Vowel digraph: igh high, night, light, bright, right Vowel digraph: or for, short, born, horse, morning Vowel digraph: ore more, score, before, wore, shore Vowel digraph: aw saw, draw, yawn, crawl Vowel digraph: au author, August, dinosaur, astronaut

Vowel digraph: air air, fair, pair, hair, chair

Vowel digraph: ear dear, hear, beard, near, year

Vowel digraph: ear (/ɛə/) bear, pear, wear Vowel digraph: are (/ɛə/) bare, dare, care, share, scared Vowel digraph: Words ending ‘-y’ (/i:/ or /ɪ/)

very, happy, funny, party, family

New consonant spellings ‘ph’ and ‘wh’ dolphin, alphabet, phonics, elephant, when, where, which, wheel, while

Using ‘k’ for the /k/ sound Kent, sketch, kit, skin, frisky Adding the prefix ‘-un’ unhappy, undo, unload, unfair, unlock Compound words football, playground, farmyard, bedroom, blackberry Common exception words the, a, do, to, today, of, said, says, are, were, was,

is, his, has, I, you, your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our - and/or others, according to the programme used




Year 2 The /dʒ/ sound spelled as ‘-ge’ and ‘- dge’ at the end of words, and sometimes as ‘g’ elsewhere in words before ‘e’, ‘i’ and ‘y’

badge, edge, bridge, dodge, fudge, age, huge, change, charge, bulge, village, gem, giant, magic, giraffe, energy, jacket, jar, jog, join, adjust

The /s/ sound spelled ‘c’ before ‘e’, ‘i’ and ‘y’

race, ice, cell, city, fancy

The /n/ sound spelled ‘kn’ and (less often) ‘gn’ at the beginning of words

knock, know, knee, gnat, gnaw

The /ɹ/ sound spelled ‘wr’ at the beginning of words

write, written, wrote, wrong, wrap

The /l/ or /əl/ sound spelled ‘-le’ at the end of words

table, apple, bottle, little, middle

The /l/ or /əl/ sound spelled ‘-el’ at the end of words

camel, tunnel, squirrel, travel, towel, tinsel

The /l/ or /əl/ sound spelled ‘-al’ at the end of words

metal, pedal, capital, hospital, animal

Words ending ‘-il’ pencil, fossil, nostril The /aɪ/ sound spelled ‘-y’ at the end of words

cry, fly, dry, try, reply, July

Adding ‘-es’ to nouns and verbs ending in ‘-y’

flies, tries, replies, copies, babies, carries

Adding ‘-ed’, ‘-ing’, ‘-er’ and ‘-est’ to a root word ending in ‘-y’ with a consonant before it.

copied, copier, happier, happiest, cried, replied, copying, crying, replying

Adding the endings ‘-ing’, ‘-ed’, ‘-er’, ‘-est’ and ‘-y’ to words ending in ‘-e’ with a consonant before it"

hiking, hiked, hiker, nicer, nicest, shiny

Adding ‘-ing’, ‘-ed’, ‘-er’, ‘-est’ and ‘-y’ to words of one syllable ending in a single consonant letter after a single vowel letter

patting, patted, humming, hummed, dropping, dropped, sadder, saddest, fatter, fattest, runner, runny

The /ɔ:/ sound spelled ‘a’ before ‘l’ and ‘ll’

all, ball, call, walk, talk, always

The /ʌ/ sound spelled ‘o’ other, mother, brother, nothing, Monday

The /i:/ sound spelled ‘-ey’ key, donkey, monkey, chimney, valley

The /ɒ/ sound spelled ‘a’ after ‘w’ and ‘qu’

want, watch, wander, quantity, squash

The /ɜ:/ sound spelled ‘or’ after ‘w’ word, work, worm, world, worth

The /ɔ:/ sound spelled ‘ar’ after ‘w’ war, warm, towards




Year 2 (continued) The /ʒ/ sound spelled ‘s’ television, treasure, usual

The suffixes ‘-ment’, ‘-ness’, ‘-ful’, ‘-less’ and ‘-ly’

enjoyment, sadness, careful, playful, hopeless, plainness (plain + ness), badly, merriment, happiness, plentiful, penniless, happily

Contractions can’t, didn’t, hasn’t, couldn’t, it’s, I’ll The possessive apostrophe (singular nouns)

Megan’s, Ravi’s, the girl’s, the child’s, the man’s

Words ending in ‘-tion’ station, fiction, motion, national, section Homophones and near-homophones

there/their/they’re, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knight

Common exception words

door, floor, poor, because, find, kind, mind, behind, child, children, wild, climb, most, only, both, old, cold, gold, hold, told, every, everybody, even, great, break, steak, pretty, beautiful, after, fast, last, past, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents, Christmas




Years 3 and 4 Adding suffixes beginning with vowel letters to words of more than one syllable

forgetting, forgotten, beginning, beginner, prefer, preferred, gardening, gardener, limiting, limited, limitation

The /ɪ/ sound spelled y elsewhere than at the end of words

myth, gym, Egypt, pyramid, mystery

The /ʌ/ sound spelled ‘ou’ young, touch, double, trouble, country More prefixes dis-, mis-: disappoint, disagree, disobey, misbehave,

mislead, misspell in-: inactive, incorrect, illegal, illegible, immature, immortal, impossible, impatient, imperfect, irregular, irrelevant, irresponsible re-: redo, refresh, return, reappear, redecorate sub-: subdivide, subheading, submarine, submerge inter-: interact, intercity, international, interrelated super-: supermarket, superman, superstar anti-: antiseptic, anti-clockwise, antisocial auto-: autobiography, autograph

The suffix ‘-ation’ information, adoration, sensation, preparation, admiration

The suffix ‘-ly’ sadly, completely, usually, finally, comically, basically happily, angrily gently, simply, humbly, nobly basically, frantically, dramatically

Words with endings sounding like /ʒə/ or /tʃə/

measure, treasure, pleasure, enclosure creature, furniture, picture, nature, adventure

Endings which sound like /ʒən/ division, invasion, confusion, decision, collision, television

The suffix ‘ous’ poisonous, dangerous, mountainous, famous, various tremendous, enormous, jealous humorous, glamorous, vigorous courageous, outrageous serious, obvious, curious hideous, spontaneous, courteous

Endings which sound like /ʃən/, spelled ‘-tion’, ‘-sion’, ‘-ssion’ or ‘-cian’

invention, injection, action, hesitation, completion expression, discussion, confession, permission, admission expansion, extension, comprehension, tension musician, electrician, magician, politician, mathematician

Words with the /k/ sound spelled ‘ch’ (Greek in origin)

scheme, chorus, chemist, echo, character

Words with the /ʃ/ sound spelled ‘ch’ (mostly French in origin)

chef, chalet, machine, brochure

Words ending with the /g/ sound spelled ‘-gue’ and the /k/ sound spelled ‘-que’ (French in origin)

league, tongue, antique, unique




Years 3 and 4 (continued) Words with the /s/ sound spelled ‘sc’ (Latin in origin)

science, scene, discipline, fascinate, crescent

Words with the /eɪ/ sound spelled ‘ei’, ‘eigh’ or ‘ey’

vein, weigh, eight, neighbour, they, obey

Possessive apostrophe with plural words

girls’, boys’, babies’, children’s, men’s, mice’s (Note: singular proper nouns ending in an s use the ’s suffix, e.g. Cyprus’s population)

Homophones or near-homophones accept / except, affect / effect, ball / bawl, berry / bury, brake / break, fair / fare, grate / great, groan / grown, here / hear, heel / heal / he’ll, knot / not, mail / male, main / mane, meat / meet, medal / meddle, missed / mist, peace / piece, plain / plane, rain / rein / reign, scene / seen, weather / whether, whose / who’s

accident(ally), actual(ly), address, answer, appear, arrive, believe, bicycle, breath, breathe, build, busy/business, calendar, caught, centre, century, certain, circle, complete, consider, continue, decide, describe, different, difficult, disappear, early, earth, eight / eighth, enough, exercise, experience, experiment, extreme, famous, favourite, February, forward(s), fruit, grammar, group, guard, guide, heard, heart, height, history, imagine, increase, important, interest, island, knowledge, learn, length, library, material, medicine, mention, minute, natural, naughty, notice, occasion(ally), often, opposite, ordinary, particular, peculiar, perhaps, popular, position, possess(ion), possible, potatoes, pressure, probably, promise, purpose, quarter, question, recent, regular, reign, remember, sentence, separate, special, straight, strange, strength, suppose, surprise, therefore, though / although, thought, through, various, weight, woman / women


Pearson Primary English Ladder © Pearson 2013 Page 8 English Appendix 1



Years 5 and 6 Endings which sound like /ʃəs/ spelled ‘- cious’ or -‘tious’

vicious, precious, conscious, delicious, malicious, suspicious ambitious, cautious, fictitious, infectious, nutritious

Endings which sound like /ʃəl/ official, special, artificial, partial, confidential, essential Words ending in ‘-ant’, ‘-ance’ / ‘-ancy’, ‘-ent’, ‘-ence’ / ‘-ency’

observant, observance, (observation) expectant (expectation) hesitant, hesitancy (hesitation) tolerant, tolerance (toleration) substance (substantial) innocent, innocence decent, decency frequent, frequency confident, confidence (confidential) assistant, assistance obedient, obedience independent, independence

Words ending in ‘-able’ and ‘-ible’; words ending in ‘-ably’ and ‘-ibly’

adorable / adorably (adoration) applicable / applicably (application) considerable / considerably (consideration) tolerable / tolerably (toleration) changeable, noticeable forcible, legible dependable, comfortable, understandable, reasonable, enjoyable reliable possible / possibly horrible / horribly terrible / terribly visible / visibly incredible / incredibly sensible / sensibly

Adding suffixes beginning with vowel letters to words ending in ‘-fer’

referring, referred, referral preferring, preferred transferring, transferred reference, referee preference transference

Use of the hyphen co-ordinate, re-enter, co-operate, co-own Words with the /i:/ sound spelled ‘ei’ after ‘c’

deceive, conceive, receive, perceive, ceiling

Words containing the letter string ‘ough’ ought, bought, thought, nought, brought, fought rough, tough, enough cough though, although, dough through thorough, borough plough




Years 5 and 6 (continued) Words with ‘silent’ letters (i.e. letters the presence of which cannot be predicted from the pronunciation of the word)

doubt, island, lamb, solemn, thistle, knight

Homophones and other words that are often confused

advice / advise, device / devise, licence / license, practice / practise, prophecy / prophesy farther: further father: a male parent guessed: past tense of the verb guess guest: visitor heard: past tense of the verb hear herd: a group of animals led: past tense of the verb lead lead: present tense of that verb lead: the heavy metal (as heavy as lead) morning: before noon mourning: grieving for someone who has died past: noun or adjective referring to a previous time (e.g. in the past) past: preposition or adverb showing place (e.g. he walked past me) passed: past tense of the verb ‘pass’ (e.g. I passed him in the road) precede: go in front of or before proceed: go on principal: adj. most important (e.g. principal ballerina) principal: n. important person (e.g. school principal) principle: basic truth or belief profit: money that is made in selling things prophet: someone who foretells the future stationary: not moving stationery: paper, envelopes etc. steal: take something that does not belong to you steel: the metal wary: cautious weary: tired who’s: contraction of who is or who has whose: belonging to someone (e.g. Whose bag is that?)

accommodate, accompany, according, achieve, aggressive, amateur, ancient, apparent, appreciate, attached, available, average, awkward, bargain, bruise, category, cemetery, committee, communicate, community, competition, conscience, conscious, controversy, convenience, correspond, criticise, curiosity, definite, desperate, determined, develop, dictionary, disastrous, embarrass, environment, equip (–ped, –ment), especially, exaggerate, excellent, existence, explanation, familiar, foreign, forty, frequently, government, guarantee, harass, hindrance, identity, immediate(ly), individual, interfere, interrupt, language, leisure, lightning, marvellous, mischievous, muscle, necessary, neighbour, nuisance, occupy, occur, opportunity, parliament, persuade, physical, prejudice, privilege, profession, programme, pronunciation, queue, recognise, recommend, relevant, restaurant, rhyme, rhythm, sacrifice, secretary, shoulder, signature, sincere(ly), soldier, stomach, sufficient, suggest, symbol, system, temperature, thorough, twelfth, variety, vegetable, vehicle, yacht


Pearson Primary


Appendix 2: Grammatical Terminology

for Pupils

Pearson Primary English Ladder © Pearson 2013 Appendix 2 Page 1

Grammatical Terminology for Pupils

Year 1

letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark

Year 2

noun, noun phrase, statement, question, exclamation, command, compound, adjective,

verb, suffix, tense (past, present), apostrophe, comma

Year 3

adverb, preposition conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas (or ‘speech

marks’)

Year 4

determiner, pronoun, possessive pronoun, adverbial

Year 5

modal verb, relative pronoun, relative clause, parenthesis, bracket, dash cohesion, ambiguity

Year 6

subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semicolon,

bullet points

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