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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