Download pdf - Spelling / Phonics Scheme Rationale · phonics at speed and revise phonics again as they introduce new graphemes and spelling patterns as outlined in the NC 2014. They will plan daily

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Spelling / Phonics Scheme

Rationale

Writing down ideas fluently is a complex process. It relies on effective transcription; that is fluent handwriting and

quick, accurate spelling. The more competent and confident children are with spelling the easier composition

becomes. They have one less thing to worry about when writing. The spelling structures of English are complex and

fascinating and children have a right to understand how their language works through: knowing our alphabetic code

(phonics); understanding word structures (morphology); understanding spelling structures (orthography) and where

our language came from (etymology). Good spelling is important: employers look for it; the use of dictionaries and

thesauruses becomes easier; vocabulary develops through a fascination with words and finally children are assessed

at the end of key stage one and two and spelling is part of this assessment. We want test scores to reflect children’s

true ability and not be limited by under-achievement in spelling.

However, it is worth noting than for a very small group of children spelling will always be a challenge. For these

children, as with all children, it should be made known spelling is difficult because of our language system. This

group of children should be given additional support to help them develop: confidence, a good bank of high

frequency words and understanding of our alphabetic code. This will allow them to become confident writers even

if challenged with spelling.

There is an intrinsic link between reading, writing and spelling. For most of us the more we write and read the better

our spelling becomes. This is because, for most of us, remembering how to spell a word is visual. We only use

phonics when challenged with a new or difficult word. Phonics will get us a long way but not all the way. We then

turn to spell checkers and dictionaries. These should be available for young people and they should be taught how

to use them. If children are struggling with spelling ensure that they are reading and writing enough.

How we teach spelling

Reception

Daily systematic synthetic phonics.

Continuous revision and review of previously taught phonics.

Additional sessions to teach high frequency tricky words which are not phonically decodable.

Continuous revision and review of high frequency tricky words.

Having clear non-negotiable lists of words which must be spelt correctly according to the age of the children.

Having high expectations.

Modelling correct speech and pronunciation.

An aim that almost all children will achieve age appropriate expectations.

Teaching that takes into account a range of learning styles.

Providing time for children to learn spellings in sessions.

Key stage one

Daily systematic synthetic phonics.

Continuous revision and review of previously taught phonics.

Additional lesson to teach high frequency tricky words which are not phonically decodable.

Continuous revision and review of high frequency tricky words.

Having clear non-negotiable lists of words which must be spelt correctly according to the age of the children.


Modelling correct speech and pronunciation.

Creating a passion for words and the complexities of our language.


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Teaching that takes into account a range of learning styles.

Providing time for children to learn spellings in sessions.

Assessment which uses dictation to help the children use the words in context.

By end of Year 1, children should have completed Phase 5.

Key stage two

Daily spelling activities with an assessment lesson on Friday.

Continuous revision and review of previously taught phonics to support the spelling of new words.

A programme which covers Y3/4 and Y5/6 objectives and word lists twice to allow revision and

consolidation.


Correcting speech and pronunciation.

Creating a passion for words and the complexities of our language.


Teaching that takes into account a range of learning styles. Providing time for children to learn spellings in

lessons.

Assessment which uses dictation to help the children use the words in context.

Planning

In reception the school phonics programme is used to plan daily phonic sessions and which also cover the

appropriate ‘tricky’ or ‘common exception’ words.

In key stage one year one the school phonics programme is used to plan daily phonic sessions which also cover the

appropriate ‘tricky’ or ‘common exception’ words. Teachers must ensure the programme is in line with the demands

of NC 2014. In addition teachers must ensure the objectives in the NC not covered in the phonics programme are

addressed by the end of the year (e.g. plurals, endings: ing, ed, er, est and the prefix un).

In key stage one year two it is anticipated that, as most children will be on track, teachers will plan to revise known

phonics at speed and revise phonics again as they introduce new graphemes and spelling patterns as outlined in the

NC 2014. They will plan daily phonic/spelling sessions per week. Children who do not meet the required standard in

Year 1 phonics screening check should continue to access phonic sessions to ensure they catch up with their peers.

In key stage two the school spelling programme in conjunction with NC 2014 is used and teachers deliver daily

spelling activities each week. The first lesson introduces the words and rule/pattern/convention, if there is one, and

the meaning of the words is established. The next three sessions will be shorter and the children will be actively and

interactively involved in learning the spellings, investigating the rule/pattern/convention and adding words they

have found to a class list. The final lesson will assess the key words for the week through dictation of short

sentences.

Differentiation

With quality first teaching, children should make expected progress. Those children falling behind will be given

additional support. The aim is to, wherever possible, include the children in the current age appropriate learning to

prevent them from falling behind. In the earliest stages of phonics learning children will be grouped by stage not

age. However, the aim is to accelerate to age appropriate as soon as possible.

Programme and Resources The school phonics programme, the school spelling programme and The National

Curriculum 2014 should be used as teachers plan. Support for Spelling and Spelling Bank should be used as a

resource for ideas and explanations.

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EYFS and Key Stage One Programme of Work for Spelling and Vocabulary

In EYFS and KS1 the children will follow a daily phonics programme using Letters and Sounds. The national curriculum spelling, punctuation and

grammar content will be taught as part of phonics as well as being incorporated into English lessons and the aspects will be taught to meet the

needs of the child.

The children will be introduced to ten spellings every week from the National curriculum spelling lists. These spellings, their meanings and

spelling patterns will be explored in school and children are expected to also practise these at home. Each week the children will also practise

spellings which use the phonic sounds they are currently learning in class.

In EYFS and KS1 children also have non-negotiable spellings.

They fall into the following three groups:

1. Tricky words e.g. said

2. Tricky for now e.g. the associated phonics hasn’t yet been taught

3. Phonically regular e.g. but

Before children are expected to spell them correctly they need to be taught them and given time to learn through constant revision and

application.

The National Curriculum 2014, Letters and Sounds and HFW lists have been used to compile these lists.

To support fluent reading children need to be able to read these words first.

Reception

Tricky words Phonically regular Other common words.

the you to a back has yes own name

to they no an and will pull

i are into am get that full

no my like at big this push

go her said if him then good

we his was in not them

into has going it got with

he saw my off up see

she all day on mam for

me is play can mum went

be of dad but look

was as had put too

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Year 1

Tricky words Phonically regular Other common words.

have school very away make Days of the week

so your don’t from here Numbers to twenty

do want house it’s home Common colour names

some all old just tree

come tall I’m help again

were small oh says first

there call by ask girl

little who could down catch

one today would how fetch

once children should now kitchen

when their water took have

out people take name live

our Mr because time give

what Mrs called about happy

by looked asked your very

here love does made funny

where friend any came family

Year 2

Tricky Words Other common words.

watch another wear these money Own address

brother many worse laugh parents School name and

address

talk mother why many can’t Numbers to 100

caught above over new didn’t Common 2D and 3D

shape names.

other father down too hasn’t Months of the year

two buy door beautiful couldn’t

anyone bought half climb throw

through seen been pretty

son great being through

whole walk hear everybody

sister thought their busy

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The following details the National Curriculum Spelling lists for KS1

Year 1 Spelling Lists

Au

tum

n 1

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

fail bake date bay eight grey

mail cake gate day weigh they

sail lake hate may weight was

rain take late pay sleigh is

tail came mate play baby oh

train game made say lady their

laid same age way bacon people

a snake rage said apron Mr

the to safe says table Mrs

do today of are were looked

Au

tum

n 2


called feet sea beach honey there

asked meet tea reach money where

could deep meat teach very love

be keep seat treat funny one

me week happy speak family come

we green lazy field party some

she teeth tiny thief so once

bee his jolly relief by ask

see has silly no my friend

tree you your go here school

Spri

ng

1


put high eyes Monday choke glow

push light hide Tuesday spoke grow

pull night line Wednesday home slow

full right dice Thursday alone snow

house lie mice Friday bone moon

our pie slice Saturday phone soon

are tie shine Sunday clothes cool

football cry quite boat although pool

playground dry find goat toe food

bedroom fry kind moat goes balloon

6

Spri

ng

2


new cow out link boil far

grew how about pink soil farm

stew owl loud sink spoil jar

due gown ground think joint hard

blue brown sound peck toilet park

true now shout back boy star

rescue town shouting off toy half

huge down pound hiss enjoy calm

cube clown plough miss annoy heart

uniform own ploughing buzz royal father

Sum

mer

1


torn saw burn better alphabet dear

worn claw turn letter elephant fear

sort draw sir slipper phone near

four lawn bird have undo year

pour yawn herb give unable deer

talk caught stern live uneven steer

walk naughty learn when unfair cheer

chalk brought heard where unlock pier

ball author worm why unseen tier

wall launch worst what unzip sphere

Sum

mer

2


fair these book cooking dancer faster

chair complete took looking danced fastest

care head good walking dancing larger

spare bread wood jumping player largest

square thread before swimming played slower

pear verb core skipping playing slowest

wear person more running worker taller

their catches wore leaving worked tallest

cure fetches score coming working thicker

pure scratches shore writing sitting thickest

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Year 2 Spelling Lists

A

utu

mn

1


cage badge smudge Egypt job juice

sage bridge wedge energy jog adjust

wage edge gel gymnast joy jukebox

huge fridge gem jab join jungle

collage fudge gent jam joke injury

carriage hedge giant jaw banjo ace

plunge judge magic jail major face

stage lodge tragic jacket jug ice

village porridge imagine jaguar junk slice

voyage ridge giraffe pyjamas jump voice

Au

tum

n 2


pace cycle gnat able when war

space bicycle gnaw apple that ward

since cyclist knee ankle because warm

silence cyclone knock bottle while warn

circus icy know castle however want

city juicy knight dazzle also squad

exercise lacy wrap middle besides squash

icicle spicy write poodle despite quality

pencil fancy written table after quarrel

scissors mercy wrong wobble although quartet

Spri

ng

1


bagel oval evil cry carries married

camel loyal pupil dry copies replied

cruel medal until fly cries tried

hazel regal Brazil try flies studied

jewel total fossil reply marries hurried

label arrival gerbil July replies carrier

panel factual lentil babies tries copier

tinsel general gerbil families carried happier

travel normal nostril hobbies copied angrier

vowel virtual stencil lorries cried busier

8

Spri

ng

2


happiest skiing hoping baked bravest beginning

heaviest taxiing joking closed cutest dropping

laziest having sliding smiled largest humming

dying making diving typed latest sitting

tying using naming used widest stopping

lying loving hiding braver shiny sobbing

buying changing taking cuter spiky travelling

enjoying cycling shaking larger oily planned

crying hiking freezing later icy rubbed

copying scoring lazing wider being slipped

Sum

mer

1


stopped runny brother work fitness earthquake

knitted sunny other world illness eyeball

travelled boxer mother worth sadness popcorn

labelled mixed chimney usual sickness blackberry

bigger mixing donkey vision witness basketball

thinner fixed key treasure happiness butterfly

fatter fixing kidney fiction basement toothbrush

runner all trolley motion enjoyment snowflake

happiest walk turkey option pavement fireplace

saddest talk valley potion merriment rainbow

Sum

mer

2


harmful plentiful I'll can't blew see

hurtful penniless you'll didn't blue sea

joyful happily he'll hasn't quite door

painful badly she'll haven't quiet floor

tearful sadly we'll mustn't here mind

careless shyly they'll one hear behind

lifeless softly it's won their old

unless slowly wouldn't to they're beautiful

useless warmly couldn't too there last

wireless wisely shouldn't two everybody path

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Key Stage Two Programme of Work for Spelling and Vocabulary

Year 3 and 4

The lessons will be slightly different in weeks 1, 4, 6 and 18.

Words can be sent home for children to learn but the aim is for all children to master the key words for the week in class. Ten words is the

suggested amount for weekly spellings although more may be explored and discovered over a week.

Children will be reminded to use what they know already to help them spell. Phonics will get you a long way with most words.

If teachers wish to change the order of the programme to meet the needs of the children (for example teaching the possessive apostrophe

with plural words earlier in the year) this is fine as long as the whole programme is covered over the course of the year.

The programme includes all the statutory requirements of Curriculum 2014 with the addition of revision and establishing of year group

expectations, called non-negotiables. The programme is a repeat of Y3 in Y4. This is deliberate so that children become increasingly confident

with our complex spelling system and begin to use the words introduced in their writing.

Teachers should review prior learning as part of introducing new learning. Children need to have their prior knowledge activated so they can

make links and move forward. For example what graphemes do we already know for the phoneme /ai/? What homophones do you already

know? What is asked will be linked to the lesson objective. This will get easier as the teaching of spelling becomes more rigorous.

Teachers should use the National Curriculum to support their planning and resources like Support for Spelling and Spelling Bank. They will also

need to refer to the international phonic alphabet on page 73 of the NC.

Dictionaries

Teach children how to use dictionaries and let them use them in timed challenges to establish meanings in the weeks when teaching words

from the statutory word list and when looking at ‘etymology’. However, be aware that using dictionaries will slow down a lesson and plan for

this.

Statutory Requirement

(P33 NC) ‘Pupils’ spelling of common words should be correct, including common exception words and other words that they have learnt

(see English Appendix 1). Pupils should spell words as accurately as possible using their phonic knowledge and other knowledge of spelling,

such as morphology and etymology.’

(P37 NC) Pupils should be taught to:

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.

Notes and guidance (non-statutory)

Pupils should learn to spell new words correctly and have plenty of practice in spelling them.

As in years 1 and 2, pupils should continue to be supported in understanding and applying the concepts of word structure (see English

Appendix 2). That is make links to spelling and grammar.

Pupils need sufficient knowledge of spelling in order to use dictionaries efficiently.

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Wk Teaching focus Guidance Words (red statutory)

1 Revision of the alphabetic code - phonics

‘Phonic knowledge should continue to underpin spelling after key stage 1’. Teachers should revise quickly the known phoneme grapheme correspondences using flash cards and wall display focussing particularly on long vowel alternatives. Children should be reminded spelling is hard. It isn’t that they can’t spell but that our spelling system is complex. Phonics is a good base to spell new and difficult words but will not always lead to correct spelling. A phoneme/grapheme chart should be displayed in all classes and regularly referred to.

2 Revision of suffixes What do we know already? Revision from Y2, ing, ed, er, est and plurals Use term root and suffix. Talk about word families Discuss meaning and change in meaning. Link to grammar. Use in sentences. Use phonics to support. Use Y2 appendix 1 in NC for guidance. Assess through dictated sentences.

flies, tries, replies copy copying copied, copier happy happier happiest nice nicer nicest pat patting patted

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

See appendix 1 Y3/4 NC What do we know already? See above.

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

4 Common words from key stage

1 and setting non-negotiables

Teachers should revise high frequency words which children are expected to spell correctly at all times. These should be displayed as posters, ‘mats’ or in word books and referred to as non-negotiable!!!!! All schools have slightly different lists depending linked to the reading scheme they use.

e.g. days of the week, months of the year, colours, numbers, would, could, should, because, said, friend, children, school, there, their, hear, here, where, were, said, people, knight, night, father, mother, beautiful, water

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

The /ʌ/ sound spelt ou

See appendix 1 Y3/4 NC Use phonics to support spelling. Which bit is tricky? Ensure ‘y’ is on phoneme grapheme chart under short ‘i’. Ensure ‘ou’ is on phoneme grapheme chart under short ‘u’.

myth, gym, Egypt, pyramid, mystery young, touch, double, trouble, country

6 Common words from key stage 1 and setting non-negotiables

As week 4.

7 Prefixes Use appendix 1 NC. Discuss meaning, spelling, phonics, tricky bits. Find meanings, other words, apply in sentences, assess through dictated sentences.

Select no more than 10. dis–: disappoint, disagree, disobey mis–: misbehave, mislead, misspell (mis + spell)

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in–: inactive, incorrect illegal, illegible

8 Common words from word list and adding prefixes and suffixes to these where appropriate

These words from the statutory year 3/4 word list should be introduced on Monday and revisited over the week. Children should learn the meaning, apply in sentences, relate to phonics and identify tricky bits. They should develop word families where appropriate e.g. continue, continues, continuum noting meaning and suffix/prefix rules. They should be tested through dictated sentences to strengthen understanding of meaning. Use dictionaries to find meanings. Teach how to use dictionaries effectively.

centre century certain circle complete consider continue important

9 More prefixes Use appendix 1 NC. Discuss meaning, spelling, phonics, tricky bits. Find meanings, other words, apply in sentences, assess through dictated sentences.

Select no more than 10. immature, immortal, impossible, impatient, imperfect irregular, irrelevant, irresponsible re–: redo, refresh, return, reappear, redecorate sub–: subdivide, subheading, submarine, submerge


See week 8. decide describe different difficult disappear early earth interest

11 More prefixes Use appendix 1 NC. Discuss meaning, spelling, phonics, tricky bits. Find meanings, other words, apply in sentences, assess through dictated sentences.

Select no more than 10. inter–: interact, intercity, international, interrelated (inter + related) super–: supermarket, superman, superstar anti–: antiseptic, anti-clockwise, antisocial auto–: autobiography, autograph


See week 8. eight/eighth enough exercise experience experiment extreme famous

13 The suffix –ation Use appendix 1 NC. What do we know already? Link to grammar.

information, adoration, sensation, preparation, admiration


See week 8. favourite February forward(s) fruit grammar group guard

15 The suffix –ly Use appendix 1 NC. What do we know already? Link to grammar. Talk about root words and word families.

Select no more than 10. sadly, completely, usually (usual + ly), finally (final + ly), comically (comical + ly) happily, angrily gently, simply, humbly, nobly basically, frantically, dramatically


See week 8. guide heard heart height history imagine increase island

17 Words with endings sounding Use appendix 1 NC. measure, treasure, pleasure,

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like /ʒə/ or /tʃə/ Children will have visited ‘ure’ as a phoneme. Encourage them to count phonemes as revision and listen to the sounds in the middle of the words.

enclosure creature, furniture, picture, nature, adventure

18 Review of commonly misspelled words and re-establish non-negotiables

Teachers should revise high frequency words which children are expected to spell correctly at all times. These should be displayed as posters, ‘mats’ or in word books and referred to as non-negotiable!!!!! These words will reflect those commonly misspelt in writing.

19 Endings which sound like /ʒən/ Use appendix 1 NC. Make sure meaning is established. Look at word families – divide, division Challenge to find more words.

division, invasion, confusion, decision, collision, television


See week 8.

material medicine mention minute natural naughty notice knowledge

21 The suffix –ous Use appendix 1 NC. Identify roots if appropriate. Look at word families – danger, dangerous, endangered. Use phonics and identify the tricky bits. Link to grammar, what word class?

Select no more than 10. poisonous, dangerous, mountainous, famous, various tremendous, enormous, jealous humorous, glamorous, vigorous courageous, outrageous serious, obvious, curious hideous, spontaneous, courteous


See week 8. occasion(ally) often opposite ordinary particular peculiar perhaps

23 Endings which sound like

/ʃən/, spelt –tion, –sion, –ssion, –cian

Use appendix 1 NC. Identify roots if appropriate. Look at word families – invent, invention, inventor Use phonics and identify the tricky bits. Link to grammar.

Select no more than 10. invention, injection, action, hesitation, completion expression, discussion, confession, permission, admission expansion, extension, comprehension, tension


See week 8. popular position possess(ion) possible potatoes pressure probably

25 Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian

Use appendix 1 NC. Identify roots if appropriate. Look at word families – invent, invention, inventor Use phonics and identify the tricky bits.

musician, electrician, magician, politician, mathematician


See week 8. promise purpose quarter question recent regular reign

27 Words with the /k/ sound spelt ch (Greek in origin)

Words with the /ʃ/ sound spelt ch (mostly French in origin)

Use appendix 1 NC. Children will have previous knowledge from phonics. Link to ‘etymology’ or word origin.

scheme, chorus, chemist, echo, character chef, chalet, machine, brochure

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See week 8. remember sentence separate special straight strange strength suppose

29 Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin)

Use appendix 1 NC. Link to ‘etymology’ or word origin.

league, tongue, antique, unique


See week 8.

surprise therefore though/although thought through various weight woman/women

31 Words with the /s/ sound spelt sc (Latin in origin)

Use appendix 1 NC. Link to ‘etymology’ or word origin.

science, scene, discipline, fascinate, crescent


See week 8. bicycle breath breathe build busy/business calendar caught learn

33 Words with the /eɪ/ sound spelt ei, eigh, or ey

Use appendix 1 NC. Link to phonics and /eɪ/sound.

vein, weigh, eight, neighbour, they, obey


See week 8. accident (ally) address answer appear arrive believe library length

35 Possessive apostrophe with plural words

Use appendix 1 NC. 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)

36 Homophones and near-homophones

Use appendix 1 NC. Use in context.

Select the words your children get wrong. accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he’ll,

37 Homophones and near-homophones

Use appendix 1 NC. Use in context.

Select the words your children get wrong. 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

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Key Stage Two Programme of Work for Spelling and Vocabulary

Year 5 and 6

Teachers should keep this in mind when planning.

The lessons are likely to be slightly different when revising suffixes and prefixes and establishing non-negotiables.

Words can be sent home for children to learn but the aim is for all children to master the key words for the week in class. Ten words is the

suggested number of spellings although more may be explored and discovered over a week.

Children will be reminded to use what they know already to help them spell. Phonics will get you a long way with most words.

If teachers wish to change the order of the programme to meet the needs of the children (for example teaching the possessive apostrophe

with plural words earlier in the year) this is fine as long as the whole programme is covered over the course of the year.

The programme includes all the statutory requirements of Curriculum 2014 with the addition of revision and establishing of year group

expectations, called non-negotiables. The programme is a repeat of Y5 in Y6. This is deliberate so that children become increasingly confident

with our complex spelling system and begin to use the words introduced in their writing. However, the pace will need to be accelerated in

year 6 in preparation for the test in May.

Teachers should review prior learning as part of introducing new learning. Children need to have their prior knowledge activated so they can

make links and move forward. For example what graphemes do we already know for the phoneme /ai/? What homophones do you already

know? What is asked will be linked to the lesson objective. This will get easier as the teaching of spelling becomes more rigourous.

Teachers should use the National Curriculum to support their planning and resources like Support for Spelling and Spelling Bank. They will also

need to refer to the international phonic alphabet on page 73 of the NC.

Dictionaries and Thesauruses

Teach children how to use dictionaries and let them use them in timed challenges to establish meanings in the weeks when teaching words

from the statutory word list and when looking at ‘etymology’. Teach children how to use thesauruses to generate synonyms and broaden

vocabulary. However, be aware that using dictionaries will slow down a lesson and plan for this.

Statutory Requirement

Page 41 Pupils’ spelling of most words taught so far should be accurate and they should be able to spell words that they have not yet been

taught by using what they have learnt about how spelling works in English.

Page 46 NC Pupils should be taught to:

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

spell some words with ‘silent’ letters [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.

Notes and guidance (non-statutory)

As in earlier years, pupils should continue to be taught to understand and apply the concepts of word structure so that they can draw on

their knowledge of morphology and etymology to spell correctly.

15

Year 5

Wk Teaching focus Guidance/Ideas Words (red statutory)

1 Common words. Teachers should revise high frequency words which children are expected to spell correctly at all times. These should be displayed as posters, ‘mats’ or in word books and referred to as non-negotiable!!!!!

E.g. days of the week, months of the year, colours, numbers and words from the Y3/4 spelling list on page 64 of the NC. E.g. special, arrive, centre, knowledge, straight, strange, different, difficult, disappear, ordinary

2 Revision Suffixes ing, ed, ly

See appendix 1 Y3/4 NC. What do we know already? Talk about root words. Generate word families. Identify rules/patterns. Link to grammar. Select key words to learn and apply in sentences.

Select no more than 10 to learn. Example words from Y3/4 forget, forgetting, forgotten, begin, beginning, beginner, prefer, preferred gardening, gardener, limiting, limited, limitation sadly, completely, usually (usual + ly), finally (final + ly), comically (comical + ly) happily, angrily gently, simply, humbly, nobly basically, frantically, dramatically

3 Revision Suffixes ous, ation

See appendix 1 Y3/4 NC What do we know already? Talk about root words. Generate word families. Identify rules/patterns. Link to grammar. Select key words to learn and apply in sentences.

Example words from Y3/4 information, adoration, sensation, preparation, admiration poisonous, dangerous, mountainous, famous, various tremendous, enormous, jealous humorous, glamorous, vigorous courageous, outrageous serious, obvious, curious hideous, spontaneous, courteous

4 Common words from key stage 1 and setting non-negotiables

As week 1. Include homophones and near homophones e.g. piece, peace, weather, whether, grate, great page 63 of NC.

5 Revision Prefixes

See appendix 1 Y3/4 NC What do we know already? Talk about root words. Establish meaning. Identify patterns/rules.

Example words from Y3/4 dis–: disappoint, disagree, disobey mis–: misbehave, mislead, misspell (mis + spell) in–: inactive, incorrect illegal, illegible


These words from the statutory year 5/6 word list should be introduced on Monday and revisited over the week. Children should learn the meaning, apply in sentences, relate to phonics and identify tricky bits. They should develop word families where appropriate e.g. aggressive, aggressor, aggression noting meaning and suffix/prefix rules. Use games, timed challenges, colour, bubble writing, speed writing in school script to learn They should be tested through dictated sentences to strengthen understanding of meaning. Use dictionaries to find meanings. Teach how to

accommodate accompany according achieve aggressive amateur ancient apparent appreciate

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use dictionaries effectively.

7 Revision Prefixes

See appendix 1 Y3/4 NC What do we know already? Talk about root words. Establish meaning. Identify patterns/rules.

inter–: interact, intercity, international, interrelated (inter + related) super–: supermarket, superman, superstar anti–: antiseptic, anti-clockwise, antisocial auto–: autobiography, autograph


See week 6. attached available average awkward bargain bruise category cemetery committee

9 Revision More prefixes

See appendix 1 Y3/4 NC What do we know already? Talk about root words. Establish meaning. Select example words to be learned. Set challenges to find more words. Identify patterns/rules. Select key word to learn.

Select no more than 10. immature, immortal, impossible, impatient, imperfect irregular, irrelevant, irresponsible re–: redo, refresh, return, reappear, redecorate sub–: subdivide, subheading, submarine, submerge


See week 6. communicate community competition conscience* conscious* controversy convenience correspond

11 Endings which sound like /ʃəs/ spelt –cious or –tious

See appendix 1 Y5/6 NC What do we know already? Talk about root words. Establish meaning. Select example words to be learned. Set challenges to find more words and learn. Identify patterns/rules. Select key word to learn.

Select no more than 10. vicious, precious, conscious, delicious, malicious, suspicious ambitious, cautious, fictitious, infectious, nutritious


See week 6. foreign forty frequently government guarantee harass hindrance identity immediate(ly)

13 Endings which sound like /ʃəl/ See appendix 1 Y5/6 NC and week 11 official, special, artificial, partial, confidential, essential


See week 6. mbarrass environment equip (–ped, –ment) especially exaggerate excellent existence explanation familiar

15 Words ending in –ant, –ance/–ancy, –ent, –ence/–ency

See appendix 1 Y5/6 NC and week 11

Select no more than 10. observant, observance, (observation), expectant (expectation), hesitant, hesitancy (hesitation), tolerant, tolerance (toleration), substance (substantial)

16 Review of commonly misspelled words and re-establish non-negotiables

Teachers should revise high frequency words which children are expected to spell correctly at all times. These should be displayed as posters, ‘mats’ or in word books and referred to as non-negotiable!!!!!

17

These words will reflect those commonly misspelt in writing.

17 Revisit and review objectives appropriate to need.


See appendix 1 Y5/6 NC and week 11 Select no more than 10. innocent, innocence, decent, decency, frequent, frequency, confident, confidence (confidential) assistant, assistance, obedient, obedience, independent, independence


See week 6.

criticise (critic + ise) curiosity definite desperate determined develop dictionary disastrous

20 Words ending in –able and –ible Words ending in –ably and –ibly

See appendix 1 Y5/6 NC and week 11 adorable/adorably (adoration), applicable/applicably (application), considerable/considerably (consideration), tolerable/tolerably (toleration) changeable, noticeable, forcible, legible dependable, comfortable, understandable, reasonable, enjoyable, reliable


See week 6. individual interfere interrupt language leisure lightning marvellous mischievous muscle

22 Words ending in –able and –ible Words ending in –ably and –ibly

See appendix 1 Y5/6 NC and week 11 possible/possibly horrible/horribly terrible/terribly visible/visibly incredible/incredibly sensible/sensibly


See week 6. necessary neighbour nuisance occupy occur opportunity parliament persuade physical

24 Adding suffixes beginning with vowel letters to words ending in –fer

See appendix 1 Y5/6 NC and week 11 referring, referred, referral, preferring, preferred, transferring, transferred reference, referee, preference, transference


See week 6. prejudice privilege profession programme pronunciation queue recognise recommend

26 Revisit and review as appropriate to need.

27 Use of the hyphen See appendix 1 Y5/6 NC and week 11 co-ordinate, re-enter, co-operate, co-own


See week 6. system temperature thorough twelfth variety vegetable vehicle yacht

29 Words with the /i:/ sound spelt ei after c

See appendix 1 Y5/6 NC and week 11 deceive, conceive, receive, perceive, ceiling

18


See week 6.

symbol signature sincere(ly) soldier stomach sufficient suggest

31 Words containing the letter-string ough

See appendix 1 Y5/6 NC and week 11 ought, bought, thought, nought, brought, fought rough, tough, enough cough though, although, dough through thorough, borough plough, bough


See week 6. relevant restaurant rhyme rhythm sacrifice secretary shoulder

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

See appendix 1 Y5/6 NC and week 11 doubt, island, lamb, solemn, thistle, knight

34 Homophones and other words that are often confused

See appendix 1 Y5/6 NC and week 11 advice/advise device/devise licence/license practice/practise prophecy/prophesy farther/father guessed /guest heard /herd led/ lead


See appendix 1 Y5/6 NC and week 11 morning/mourning past/passed precede/proceed principal/principle profit/prophet stationary/stationery steal/steel wary/weary who’s/ whose



19

Y6 Programme without revision from Y3/4 This can be condensed or added to in light of assessment.

Wk Teaching focus Guidance/Ideas Words (red statutory)

1 Assess and review of prior

learning

Establishing non-negotiables

Assess to establish need. Teachers should revise high frequency words which children are expected to spell correctly at all times. These should be displayed as posters, ‘mats’ or in word books and referred to as non-negotiable!!!!!

E.g. days of the week, months of the year, colours, numbers and words from the Y3/4 spelling list on page 64 of the NC. E.g. special, arrive, centre, knowledge, straight, strange, different, difficult, disappear, ordinary


These words from the statutory year 5/6 word list should be introduced on Monday and revisited over the week. Children should learn the meaning, apply in sentences, relate to phonics and identify tricky bits. They should develop word families where appropriate e.g. aggressive, aggressor, aggression noting meaning and suffix/prefix rules. Use games, timed challenges, colour, bubble writing, speed writing in school script to learn They should be tested through dictated sentences to strengthen understanding of meaning. Use dictionaries to find meanings. Teach how to use dictionaries effectively.

accommodate accompany according achieve aggressive amateur ancient apparent appreciate


See appendix 1 Y5/6 NC What do we know already? Establish meaning. Select example words to be learned. Set challenges to find more words. Identify patterns/rules.

Select key words to learn. advice/advise device/devise licence/license farther/father practice/practise led/ lead guessed /guest heard /herd prophecy/prophesy morning/mourning past/passed principal/principle precede/proceed profit/prophet who’s/ whose stationary/stationery steal/steel wary/weary


See week 2. attached available average awkward bargain bruise category cemetery committee

5 Words ending in –able and –ible

See appendix 1 Y5/6 NC What do we know already? Talk about root words. Establish meaning. Select example words to be learned. Set challenges to find more words. Learn key words in challenges, games etc. Identify patterns/rules.

adorable/adorably (adoration), applicable/applicably (application), considerable/considerably (consideration), tolerable/tolerably (toleration) changeable, noticeable, forcible, legible dependable, comfortable, understandable, reasonable, enjoyable, reliable


See week 2. communicate community competition conscience* conscious* controversy convenience correspond

7 Endings which sound like See appendix 1 Y5/6 NC and week 5 Select no more than 10.

20

/ʃəs/ spelt –cious or –tious vicious, precious, conscious, delicious, malicious, suspicious ambitious, cautious, fictitious, infectious, nutritious


See week 2. foreign forty frequently government guarantee harass hindrance identity immediate(ly)

9 Endings which sound like /ʃəl/

See appendix 1 Y5/6 NC and week 5 official, special, artificial, partial, confidential, essential


See week 2. mbarrass environment equip (–ped, –ment) especially exaggerate excellent existence explanation familiar


See appendix 1 Y5/6 NC and week 5

Select no more than 10. observant, observance, (observation), expectant (expectation), hesitant, hesitancy (hesitation), tolerant, tolerance (toleration), substance (substantial)


See appendix 1 Y5/6 NC and week 5 Select no more than 10. innocent, innocence, decent, decency, frequent, frequency, confident, confidence (confidential) assistant, assistance, obedient, obedience, independent, independence


See week 2.

criticise (critic + ise) curiosity definite desperate determined develop dictionary disastrous relevant restaurant rhyme

14 Words ending in – –ible Words ending in –ably and –ibly

See appendix 1 Y5/6 NC and week 5 possible/possibly horrible/horribly terrible/terribly visible/visibly incredible/incredibly sensible/sensibly


See week 2. necessary neighbour nuisance occupy occur opportunity parliament persuade physical

16 Adding suffixes beginning with vowel letters to words ending in –fer

See appendix 1 Y5/6 NC and week 5 referring, referred, referral, preferring, preferred, transferring, transferred reference, referee, preference, transference


See week 2. prejudice privilege profession programme pronunciation queue recognise recommend

18 Use of the hyphen See appendix 1 Y5/6 NC and week 5 co-ordinate, re-enter, co-operate, co-own


See week 6. system temperature thorough twelfth variety vegetable vehicle yacht

20 Words with the /i:/ sound See appendix 1 Y5/6 NC and week 5 deceive, conceive, receive, perceive,

21

spelt ei after c ceiling


See week 2.

symbol signature sincere(ly) soldier stomach sufficient suggest secretary shoulder

22 Words containing the letter-string ough

See appendix 1 Y5/6 NC and week 5 ought, bought, thought, nought, brought, fought rough, tough, enough cough though, although, dough through thorough, borough plough, bough


See week 2. individual interfere interrupt language leisure lightning marvellous mischievous muscle rhythm sacrifice

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

See appendix 1 Y5/6 NC and week 5 doubt, island, lamb, solemn, thistle, knight

Revision and review as required