spelling / phonics scheme rationale · phonics at speed and revise phonics again as they introduce...
TRANSCRIPT
1
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.
Having high expectations.
Modelling correct speech and pronunciation.
Creating a passion for words and the complexities of our language.
An aim that almost all children will achieve age appropriate expectations.
2
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.
Having high expectations.
Correcting speech and pronunciation.
Creating a passion for words and the complexities of our language.
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
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.
3
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
4
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
5
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
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
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
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
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
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
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
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
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
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
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
7
Year 2 Spelling Lists
A
utu
mn
1
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
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
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
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
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
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
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
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
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
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
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
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
9
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.
10
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)
11
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
10 Common words from word list and adding prefixes and suffixes to these where appropriate
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
12 Common words from word list and adding prefixes and suffixes to these where appropriate
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
14 Common words from word list and adding prefixes and suffixes to these where appropriate
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
16 Common words from word list and adding prefixes and suffixes to these where appropriate
See week 8. guide heard heart height history imagine increase island
17 Words with endings sounding Use appendix 1 NC. measure, treasure, pleasure,
12
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
20 Common words from word list and adding prefixes and suffixes to these where appropriate
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
22 Common words from word list and adding prefixes and suffixes to these where appropriate
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
24 Common words from word list and adding prefixes and suffixes to these where appropriate
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
26 Common words from word list and adding prefixes and suffixes to these where appropriate
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
13
28 Common words from word list and adding prefixes and suffixes to these where appropriate
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
30 Common words from word list and adding prefixes and suffixes to these where appropriate
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
32 Common words from word list and adding prefixes and suffixes to these where appropriate
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
34 Common words from word list and adding prefixes and suffixes to these where appropriate
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
14
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
6 Common words from word list and adding prefixes and suffixes to these where appropriate
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
16
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
8 Common words from word list and adding prefixes and suffixes to these where appropriate
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
10 Common words from word list and adding prefixes and suffixes to these where appropriate
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
12 Common words from word list and adding prefixes and suffixes to these where appropriate
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
14 Common words from word list and adding prefixes and suffixes to these where appropriate
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.
18 Words ending in –ant, –ance/–ancy, –ent, –ence/–ency
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
19 Common words from word list and adding prefixes and suffixes to these where appropriate
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
21 Common words from word list and adding prefixes and suffixes to these where appropriate
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
23 Common words from word list and adding prefixes and suffixes to these where appropriate
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
25 Common words from word list and adding prefixes and suffixes to these where appropriate
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
28 Common words from word list and adding prefixes and suffixes to these where appropriate
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
30 Common words from word list and adding prefixes and suffixes to these where appropriate
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
32 Common words from word list and adding prefixes and suffixes to these where appropriate
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
35 Homophones and other words that are often confused
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
36 Revisit and review as appropriate to need.
37 Revisit and review as appropriate to need.
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
2 Common words from word list and adding prefixes and suffixes to these where appropriate
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
3 Homophones and other words that are often confused
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
4 Common words from word list and adding prefixes and suffixes to these where appropriate
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
6 Common words from word list and adding prefixes and suffixes to these where appropriate
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
8 Common words from word list and adding prefixes and suffixes to these where appropriate
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
10 Common words from word list and adding prefixes and suffixes to these where appropriate
See week 2. mbarrass environment equip (–ped, –ment) especially exaggerate excellent existence explanation familiar
11 Words ending in –ant, –ance/–ancy, –ent, –ence/–ency
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)
12 Words ending in –ant, –ance/–ancy, –ent, –ence/–ency
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
13 Common words from word list and adding prefixes and suffixes to these where appropriate
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
15 Common words from word list and adding prefixes and suffixes to these where appropriate
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
17 Common words from word list and adding prefixes and suffixes to these where appropriate
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
19 Common words from word list and adding prefixes and suffixes to these where appropriate
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
21 Common words from word list and adding prefixes and suffixes to these where appropriate
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
23 Common words from word list and adding prefixes and suffixes to these where appropriate
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