12

34

56

78

910

1112

1314

1516

1718

Spelling

Patterns

Usingthecorrectalternativeinwriting

New

&existingspellingpatterns

Suffixes

dig

ra-

ph

s‹a

i,ay

,a

_e›

‹ee,

ea,

e_e›

‹ie,i

gh,

y,i

_e›

‹oa,

ow,

o_e

›‹u

e,ew

,u

_e›

‹e_e

›‹n

›a

s/n

g/

soft

‹c›

soft

‹g›

‹tch

›‹d

ge›

‹le›

‹qu

›‹s

›a

s/z

/‹s

e›,‹

ze›

as

/z/

suff

ix‹-

less

›su

ffix

‹-a

ble

›•Refineandextendphonicknowledge:longerspellinglist/testwithmoresophisticatedvocabulary;regularanalysisof‘tricky

parts’inwords

•Develop

vocabulary/com

prehension

skills:spellingsheetactivitiesreinforcemeaningofspellinglistwords

•Consolidatewritingskills:w

ritesentencesfrom

dictationusingspellingpatterns,punctuationandspeech;spellingtechniquesfor

unfamiliarwords

(analogy)andunusualspellings(say

itasitsounds;look,copy,cover,w

rite,check;mnem

onics);proofreading

•Systematicrevision:flashcards,vowelhand,analysingwords

ontheboard,regular‘grammar’activitieson

thespellingsheets,Alt.VowelPoster

Spelling

&Grammar

Spellingsheetactivities(alphaorder,wordsearch,crossword,match

word&picture/meaning,fillinmissingletters),plus:

Vowels

Alpha

order

Parsethreesentences

•Splitfive

words

intosyllables•Parsetwosentences

Findsixwords

inthedictionary

Find&writedownthemeaningsofsixwords

Spellingrules

foradding

suffixes

Identifyingvowelsounds

Spellingrulesfor

adding‹-ing›

Propernouns/

adjectivesneed

acapitalletter

Identifyingvowelsounds

Spellingrules

‹-ing›

Suffixes

Partsof

Speech

(withcolour

&action)

PoS/

parsing

Verbs

Verbs

Nouns

(places)

Adjectives

Futurecontinuous

Simple

tensesEnding

in‹-y›Future

‘tobe’

Presentparticiple

Present

Past

Continuous

Proper

•Deepenexisting

understandingofPoS

andintroducenewones•Regularparsingactivities(underliningPoS

intheappropriatecolour)

•Consolidationofsimpletensesandintroduction

ofcontinuoustenses

Dictionary&

Vocabulary

Skills

Usingadictionary

Syllables

Syllables

Suffixes:‹-less›&‹-ful›

•Encourage

regularuseofadictionary/thesaurusandreinforcedictionaryskills(putspellingwords

intoalphaorder,usedictionarytocheckmeaning)

•Refinesyllableknowledgeasunitsofsoundorganised

aroundvowelsounds.Splitwords

intosyllablesaurally/on

paper.Long/shortvowelmarks

•Develop

children’sunderstandingofhow

suffixesandprefixescanchange

themeaningofwords

Punctuation

&Sentence

Writing

Paragraphs

Speechmarks

•Extendandrefinethechildren’sknowledge:sentencesmusthaveaverb,m

akesenseandendwithafullstop,

question

markorexclam

ationmark;speech

goesinside

speech

marks;com

masseparatewords

inlists

•Reinforceunderstandingofsentencestructureinreadingandwriting:eggroupreading,sentencedictation,etc

•Encouragethechildren

touseparagraphs

intheirwriting

andtopunctuatewithgreatervarietyandprecision,includingdirectspeech

Jol

lyG

ram

mar

3:W

eeks

1to

18

TeachingWeek

1920

2122

2324

2526

2728

2930

3132

3334

3536

Spelling

Patterns

Usingthevowelletterforthelongvowel

sound

New

&existingspellingpatterns

‹a›

as

/ai/

‹e›

as

/ee/

‹i›

as

/ie/

‹o›

as

/oa

/‹-

o›

as

/oa

/‹u

›a

s/u

e/‹a

›a

s/a

r/‹i

e›a

s/e

e/‹y

›a

s/i

/‹a

›a

s/o

/‹a

w,

au

,al›

hom

o-p

hon

es‹e

ar,

eer,

ere›

‹ure

›‹g

n›

as

/n/

‹ph›

,‹gh›

as

/f/

‹air

,ar

eea

r,er

e›‹e

x›

•Refineandextendphonicknowledge:longerspellinglist/testwithmoresophisticatedvocabulary;regularanalysisof‘tricky

parts’inwords

•Develop

vocabulary/com

prehension

skills:spellingsheetactivitiesreinforcemeaningofspellinglistwords

•Consolidatewritingskills:w

ritesentencesfrom

dictationusingspellingpatterns,punctuationandspeech;spellingtechniquesfor

unfamiliarwords

(analogy)andunusualspellings(say

itasitsounds;look,copy,cover,w

rite,check;mnem

onics);proofreading

•Systematicrevision:flashcards,vowelhand,analysingwords

ontheboard,regular‘grammar’activitieson

thespellingsheets,Alt.VowelPoster

Spelling

&Grammar

Spellingsheetactivities(alphaorder,wordsearch,crossword,match

word&picture/meaning,fillinmissingletters),plus:

•Splitfive

words

intosyllables•Parsetwosentences

•Splitfive

words

intosyllables•Parsetwosentences•Identifythesubject

Find&writedownthemeaningsofsixwords

Findsixwords

inthedictionary&usesomeofthem

insentences

Apostrophe‹s›

Spellingrules

Spellingrules

Hom

ophones

Prefixes

‹-er›,

‹-est›

‹-ly›

‹-y›

Regular

plurals

Partsof

Speech

(withcolour

&action)

Adjectives

Irregularplurals

Verbs,nouns

&pronouns

Pronouns

CollectiveNouns

Identifyingverbtenses

Compar/

superl-

atives

Making

adverbs

fromadjs

Nouns

acting

asadjs

Making

adjs

from

nouns

Subject

&object

Possessive

•Deepenexisting

understandingofPoS

andintroducenewones•Regularparsingactivities(underliningPoS

intheappropriatecolour)

•Reinforcecontinuoustensesandintroducenewtypesofnoun

(collective)andpronoun(object/possessive)

Dictionary&

Vocabulary

Skills

‹-er›

&‹-est›

‹-ly›

‹-y›

Regular

plurals

Our/

are

There,their,they’re

Prefixes

Suffixes

Suffixes

Hom

ophones

•Encourage

regularuseofadictionary/thesaurusandreinforcedictionaryskills(putspellingwords

intoalphaorder,usedictionarytocheckmeaning)

•Refinesyllableknowledgeasunitsofsoundorganised

aroundvowelsounds.Splitwords

intosyllablesaurally/on

paper.Long/shortvowelmarks

•Develop

children’sunderstandingofhow

suffixesandprefixescanchange

themeaningofwords

Punctuation

&Sentence

Writing

Contractions

SubjectObject

Subject&object

Punctuationinspeech

Sentences&phrases

Subject&objectofasentence

Sentences

•Extendandrefinethechildren’sknowledge:sentencesmusthaveaverbandasubjectandmay

havean

object;

distinguishbetweenphrasesandsentences,andexpandphrasesintosentences

•Encouragethechildren

touseparagraphs

intheirwriting

andtopunctuatewithgreatervarietyandprecision,includingdirectspeech

Jol

lyG

ram

mar

3:W

eeks

19to

36

TeachingWeek