Download Year 5 spelling information for parents

September 2016
Dear Parents,
In Year 5, children are taught the following spelling rules (and exceptions) throughout the Autumn and Spring terms.
Every 3 or 4 weeks, the children will have a review test that will include spelling rules taught so far. This will help us
to assess whether children have learnt the rules and can apply them. Alongside this, teachers will include words
from the National Curriculum (100 statutory words for Y5/6) and/or any common misspellings that arise within class.
The test will be made up of 20 words that the teacher reads out and the child writes down. The sets words in each
section are examples. Teachers will not necessarily include these in the tests.
What could I be doing at home to help?
It will still be helpful for children to practise the words from the ‘100 statutory words’ list, focusing on the words
they spell incorrectly.
If they are confident spellers, an enriching experience may be for your child to apply his/her spelling skills by playing
word games such as Scrabble, Bananagram, Boggle etc. Many of these games can be played with an adult, friend or
on a computer/tablet.
If spelling is something that your child is having difficulty with e.g. there are words / patterns that s/he consistently
misspells, the teacher may share the test outcomes with you and set some personalised learning. Children with
specific learning difficulties relating to spelling e.g. dyslexia will have the test tailored to their needs.
Key Objectives from previous years
All of the plural rules
All the rules for adding simple suffixes (ing, ed, er, en – including when to drop an e and when to
double letters)
LO. I can spell words with the suffix which sounds like ‘shun’ ‘tion’ ‘sion’ ‘ssion’ ‘cian’
LO. I can choose the correct spelling of a homophone or near homophone in context
Estimated
dates of
teaching
Autumn
week 1-3
Year 5 New Objectives:
LO. I can convert nouns or adjectives into verbs using suffixes like ‘ate’ ‘ise’ ‘ify’
Teaching Points:
 Sometimes you can just add the suffix to the root word
 If the root word ends in e, you remove the e before adding the suffix
 If root word ends in y, you remove it before adding the suffix
 Note in some cases eg. it is not possible to separate root and suffix so easily eg.
dedication/dedicate
advert/advertise
simple/simplify
terror/terrify
class/classify
active/activate
speciality/specialise
motive/motivate
stable/stabilise
dedication/dedicate
social/socialise
note/notify
terminal/terminate
equal/equalise
apology/apologise
medicine/medicate
personal/personalise
glory/glorify
drama/dramatise
real/realise
category/categorise
significance/signify
Autumn
week 4-6
LO. I can choose the correct way to spell the ‘shus’ sound at the end of a word ‘cious’
‘tious’
Autumn
Teaching Points:
week 7-10
 Not many common words end like this.
 If the root word ends in –ce, the sound is usually spelt as c – e.g. vice – vicious, grace
– gracious, space – spacious, malice – malicious.
 Exception: anxious. /ʃ/
vicious
gracious
anxious
precious
fictitious
nutritious
delicious
malicious
cautious
ambitious
infectious
conscious
LO. I can choose the correct way to spell the ‘shul’ sound at the end of a word ‘cial’ ‘tial’
Teaching Points:
 –cial is common after a vowel letter
 –tial after a consonant letter
 Exceptions: initial, financial, commercial, provincial (
special
essential
commercial
partial
artificial
financial
confidential
initial
provincial
official
LO. I know the ‘I before e, except after c rule’ and its exceptions
Teaching Points:
 The ‘i before e except after c’ rule applies to words where the sound spelt by ei is ‘ee’
 Exceptions: protein, caffeine, seize (and either and neither if pronounced with an
initial /i:/ sound)
believe
perceive
caffeine
relief
deceive
ceiling
field
conceive
seize
receive
achieve
protein
LO. I know when to use the letter string ‘ough’
Teaching Points:
 ough is one of the trickiest spellings in English – it can be used to spell a number of different
Spring week
1-3
Spring week
4-6
Spring week
7-10
sounds.
rough
through
plough
cough
although
borough
though
dough
thorough
thought
enough
bough
LO. I can choose the correct spelling of a homophone or near homophone in context
Teaching Points:
 aloud: out loud. allowed: permitted.
 affect: usually a verb eg. The weather may affect our plans. effect: usually a noun eg. It may have an
effect on our plans. If a verb, it means ‘bring about’ eg. He will effect changes in the running of the
business.
 cereal: made from grain eg. breakfast cereal. serial: adjective from the noun series – a succession of
things one after the other.
 desert: as a noun – a barren place (stress on first syllable); as a verb – to abandon (stress on second
syllable) dessert: (stress on second syllable) a sweet course after the main course of a meal.
 draft: noun – a first attempt at writing something; verb – to make the first attempt; also, to draw in
someone eg. to draft in extra help draught: a current of air.
there/their/they’re
you’re/your
heard/herd
mail/male
our/are/hour
guest/guessed
aloud/allowed
air/heir
who’s/whose
prophet/profit
cereal/serial
effect/affect
stationary/stationery
desert/dessert
draft/draught
Summer week
1-3
National Curriculum 100 statutory words for Y5/6 (also available on Squeebles spelling)
A:
accommodate
accommodate
accompany
according
achieve
aggressive
amateur
ancient
apparent
appreciate
attached
available
average
awkward
G:
government
M:
marvellous
mischievous
muscle
S:
sacrifice
secretary
shoulder
signature
sincere
soldier
stomach
sufficient
suggest
symbol
system
B:
bargain
bruise
H:
harass
hindrance
N:
necessary
neighbour
nuisance
T:
temperature
thorough
twelfth
C:
category
cemetery
committee
communicate
communicate
community
competition
conscience
conscious
controversy
convenience
correspond
critic
criticise
curiosity
I:
D:
definite
desperate
determined
dictionary
disastrous
E:
embarrass
embarrass
environment
environment
equipment
equipped
especially
exaggerate
excellent
existence
explanation
J:
occupy
occur
opportunity
U:
familiar
foreign
forty
frequently
K:
immediately
individual
interfere
interrupt
O:
F:
L:
language
leisure
lightning
P:
parliament
persuade
physical
prejudice
privilege
profession
programme
pronunciation
V:
variety
vegetable
vehicle
Q:
queue
W:
R:
recognise
recommend
relevant
restaurant
rhyme
rhythm
XYZ:
yacht