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Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 Year 6 Planning YEAR 6 AUTUMN 1- CONSOLIDATE & REVISE Term Spelling Words ending in -able & -ible The –able ending is far more common than the –ible ending. As with –ant and –ance/–ancy, the –able ending is used if there is a related word ending in –ation. If the –able ending is added to a word ending in –ce or – ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before it, even if there is no related word ending in –ation. The first five examples opposite are obvious; in reliable, the complete word rely is heard, but the y changes to i in accordance with the rule. The –ible ending is common if a complete root word can’t be heard before it but it also sometimes occurs when a complete word can be heard (e.g. sensible). Example words: possible, horrible, terrible, visible, incredible, sensible dependable, comfortable, understandable, reasonable, enjoyable, reliable changeable, noticeable, forcible, legible adorable (adoration), applicable (application), considerable (consideration), tolerable (toleration) Grammar and punctuation GRW- Investigate connective words & phrases incl. thesaurus work p.130 CPF – Unit 16 Grammar – Coordinating, contrasting & subordinating conjunctions (L.5) CPF – Unit 26 Grammar – Subject – verb agreement(L.6) Terminology Prefix Suffix Root Word Connective Conjunction Subject Verb GRW- Paragraph structure analysis p.144 S4S - Use what is known about prefixes & suffixes to transform words. p. 97-100 KS2 - G, P & S p.1 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 YEAR 6 AUTUMN 1 - NEW TEACHING FROM NEW FRAMEWORK Revise Develop Independent Spelling Strategies Unit S4S Y6 p.89 to start the year CPF – Unit 55 Spelling (& Punctuation) – Edit & improve your work (L.5) – Useful introductory activity Endings which sound like /ʃəs/ spelt –cious or –tious –tious 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. Example words: vicious, precious, conscious, delicious, malicious, suspicious ambitious, cautious, exception: anxious Use of the passive voice to affect the presentation of information in a sentence (e.g. I broke the window in the greenhouse versus The window in the greenhouse was broken) GRW- Active & passive verbs p.128 GFW- How active & passive affect word order & sense p.128 GFW- Revisit active & passive verbs p.136 CPF – Unit 29 Grammar – Active & passive (L.6) Active and passive voice Subject and object Noun phrases Passive voice Synonym Antonym Expanded noun phrases to convey complicated information concisely (e.g. the boy that jumped over the fence is over there, or the fact that it was raining meant the end of sports day CPF – Unit 28 Grammar –Classifying nouns (L.6) Endings which sound like /ʃəl/ -cial, -tial –cial is common after a vowel letter and –tial after a consonant letter, but there are some exceptions. Exceptions: initial, financial, commercial, provincial (the spelling of the last three is clearly related to finance, commerce and province). Example words: official, special, artificial, partial, confidential, essential Assess and Review Assess and Review Assess and Review KS2 - G, P & S p.2 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 YEAR 6 AUTUMN 2 CONSOLIDATE & REVISE GRAMMAR, PUNCTUATION & SPELLING KS2 Words with the /i:/ sound spelt ei after c The ‘i before e except after c’ rule applies to words where the sound spelt by ei is /i:/. Exceptions: protein, caffeine, seize (and either and neither if pronounced with an initial /i:/ sound). Example words: deceive, conceive, receive, perceive, ceiling GRW- Complex sentences p.132 GFW- More sophisticated punctuation marks p.132 KS2 - G, P & S p.3 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 YEAR 6 AUTUMN 2 - NEW TEACHING FROM NEW FRAMEWORK GRAMMAR, PUNCTUATION & SPELLING KS2 Words ending in –ant, –ance/–ancy, –ent, –ence/– ency Use –ant and –ance/–ancy if there is a related word with a /æ/ or /e�/ sound in the right position; –ation endings are often a clue. Example words: observant, observance, (observation), expectant (expectation), hesitant, hesitancy (hesitation), tolerant, tolerance (toleration), substance (substantial) Layout devices, such as headings, sub-headings, columns, bullets, or tables, to structure text How hyphens can be used to avoid ambiguity (e.g. man eating shark versus man-eating shark, or recover versus re-cover) Use of the colon to introduce a list Punctuation of bullet points to list information Subject and object Hyphen Bullet points Synonym Antonym Suffix Colon Use –ent and –ence/–ency after soft c (/s/ sound), soft g (/d�/ sound) and qu, or if there is a related word with a clear /�/ sound in the right position. Example words: innocent, innocence, decent, decency, frequent, frequency, confident, confidence (confidential There are many words, however, where the above guidelines don’t help. These words just have to be learnt. Example words: assistant, assistance, obedient, obedience, independent, independence Adding suffixes beginning with vowel letters ending in –fer The r is doubled if the –fer is still stressed when the ending is added The r is not doubled if the –fer is no longer stressed. Example words: referring, referred, referral, preferring, preferred, transferring transferred reference, referee, preference, transference Use of the hyphen Hyphens can be used to join a prefix to a root word, especially if the prefix ends in a vowel letter and the root word also begins with one. Example words: co-ordinate, re-enter, co-operate, co-own CPF – Unit 52 Spelling –Common suffixes (L.4) Assess and Review Assess and Review Assess and Review KS2 - G, P & S p.4 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 Verb Prefix YEAR 6 SPRING 1 - NEW TEACHING FROM NEW FRAMEWORK YEAR 6 SPRING 1 CONSOLIDATE & REVISE Verb prefixes (eg: dis-, de-, mis-, over- and re-) Homophones and other words that are often confused In these pairs of words, nouns end –ce and verbs end –se. Advice and advise provide a useful clue as the word advise (verb) is pronounced with a /z/ sound – which could not be spelt c. Example words|: advice/advise device/devise licence/license practice/practise prophecy/prophesy eligible: suitable to be chosen or elected illegible: not legible (i.e. unreadable) affect: usually a verb (e.g. The weather may affect our plans.) effect: usually a noun (e.g. It may have an effect on our plans.). If a verb, it means ‘bring about’ (e.g. He will effect changes in the running of the business.). Example words: past: noun or adjective referring to a previous time (e.g. In the past) or preposition or adverb showing place (e.g. he walked past me) passed: past tense of the verb ‘pass’ draft: noun – a first attempt at writing something; verb – to make the first attempt; also, to draw in someone (e.g. to draft in extra help) draught: a current of air (e.g. I passed him in the road) Assess and Review Linking ideas across paragraphs using a wider range of cohesive devices: semantic cohesion (e.g. repetition of a word or phrase), grammatical connections (e.g. the use of adverbials such as on the other hand, in contrast, or as a consequence), and ellipsis CPF – Unit 20 Grammar –Linking across paragraphs (L.5) CPF – Unit 22 & 23 Grammar – Using complex sentences to extend, link & develop ideas (L.6) CPF – Unit 39 Punctuation – ellipsis (L.5) Use of the semi-colon, colon and dash to mark the boundary between independent clauses (e.g. It’s raining; I’m fed up.) CPF – Unit 40 Punctuation –semi-colons & colons (L.5) Assess and Review Subject and object Colon, Semi-colon Clauses Synonym Antonym Dash Homophone Noun Adjective Verb Paragraph Semantic cohesion Grammatical connection Adverbial Ellipses Assess and Review KS2 - G, P & S p.5 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 YEAR 6 SPRING 2 - NEW TEACHING FROM NEW FRAMEWORK YEAR 6 SPRING 2 - CONSOLIDATE & REVISE GRAMMAR, PUNCTUATION & SPELLING KS2 Words with “silent” letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) Some letters which are no longer sounded used to be sounded hundreds of years ago: e.g. in knight, there was a /k/ sound before the /n/, and the gh used to represent the sound that ‘ch’ now represents in the Scottish word loch. Synonym Antonym Example words: doubt, island, lamb, solemn, thistle, knight S4S – Y6 Spelling unstressed vowels in polysyllabic words p.95 Synonyms & antonyms Revision according to needs of the class using word list Year 5 and 6 The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing (e.g. said versus reported, alleged, or claimed in formal speech or writing) CPF – Unit 70- Formal & informal writing (L.6) Subject and object Subjective Formal/Informal speech Synonym Antonym The difference between structures typical of informal speech and structures appropriate for formal speech and writing (such as the use of question tags, e.g. He’s your friend, isn’t he?, or the use of the subjunctive in some very formal writing and speech) (link to text work) GRW- Formal, official language p.138 CPF – Unit 21 Grammar – Coherence & accuracy in spoken & written communication (L.6) Assess and Review Assess and Review Assess and Review KS2 - G, P & S p.6 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 YEAR 6 SUMMER 1 - NEW TEACHING FROM NEW FRAMEWORK YEAR 6 SUMMER 1 - CONSOLIDATE & REVISE GRAMMAR, PUNCTUATION & SPELLING KS2 Converting nouns or adjectives into verbs using suffixes (eg –ate; -ise; -ify) S4S- Revise & use word roots, prefixes & suffixes as support for spelling. P. 102-104 More complex prefixes and suffixes e.g Prefix Suffix Noun Adjective Word Root CPF Unit 56 & 60 – Spelling – Inflectional endings (L.5) CPF – Unit 59 Spelling– Exploring complex word families (L.6) CPF- Level 5/6 Unit 61 and 62 Al, af, ap, ir, il, ad, ag, as, tion, ism, ise, ed, est, like, ness, ist, Revision for SATS/ GAPS GFW- Revise word classes p.126 GFW- Conditionals & hypotheses p.142 GFW- Revise language conventions & grammatical features of texts across genres p.146 RS- Comparative & Superlative RS- Synomyms & Antonyms RS- Tenses & Modal Verbs CPF – Unit 27 Grammar – Understanding different tenses (L.6) CPF – Unit 41 & 42 Punctuation – full range of punctuation (L.6) Subject and object Synonym Antonym Prefix Suffix Word Class Conditional Comparative Superlative Tense Modal Verb Assess and Review Assess and Review Assess and Review KS2 - G, P & S p.7 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 YEAR 6 SUMMER 2 NEW TEACHING FROM NEW FRAMEWORK GRAMMAR, PUNCTUATION & SPELLING KS2 Vocabulary investigation GFW- Investigate language: proverbs, headlines, dialect etc. p.148 CPF – Unit 68 & 69 Using imaginative vocabulary (L.6) To investigate manipulating sentence structure and order to extend, link and develop ideas. CPF – Unit 24 & 25 Grammar – To investigate manipulating sentence structure and order to extend, link and develop ideas (L.6) CPF – Unit 71 Concise expression (L.6) Subject and object Concise Assess and Review Assess and Review Assess and Review Word list for Years 5 and 6 Accommodate Accompany According Achieve Aggressive Amateur Ancient Apparent Appreciate Attached Available Average Awkward Bargain Bruise Category Cemetery committee Communicate Community Competition Conscience Conscious Controversy Convenience Correspond Criticise (critic+ise) Curiosity Definite Desperate Determined Develop Dictionary Disastrous Embarrass environment Equip (-ped, -ment) Especially Exaggerate Excellent Existence Explanation Familiar Foreign Foreign Forty Frequently Government Guarantee Harass Hindrance Identify Immediate(ly) Individual interfere KS2 - G, P & S p.8 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 Interrupt Language Leisure Lightning Marvellous Mischievous Muscle Necessary Neighbour Nuisance Occupy Occur Opportunity Parliament Persuade Physical Prejudice Privilege Profession Suggested Resources: Word Bank Support for Spelling (Ref in blue above: S4S) Grammar for Writing (Ref in green above: GFW) Rising Stars Level 5/6 Resources (Ref in red above:RS) Collins Primary Focus (Ref in orange above: CPF) Programme Pronunciation Queue Recognise Recommend Relevant Restaurant Rhyme Rhythm Sacrifice Secretary Shoulder Sincere(ly) Soldier Stomach Sufficient Suggest Symbol System Temperature Through Twelfth Variety Vegetable Vehicle Yacht KS2 - G, P & S p.9 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 Year 5 Planning YEAR 5 AUTUMN 1 - CONSOLIDATE & REVISE Term Spelling Suffixes from Y4: – ation; -ous; -tion; -sion; -ssion; -cian The suffix –ation is added to verbs to form nouns. The rules already learnt still apply. Example words: information, adoration, sensation, preparation, admiration Sometimes the root word is obvious and the usual rules apply for adding suffixes beginning with vowel letters. Example words: poisonous, dangerous, mountainous, famous, various Grammar and punctuation GRW- Discuss, proof read & edit, making more complex sentences, using connectives etc. p.104 GFW- Direct & reported speech p.108 GFW- Dialogue punctuation p.108 Terminology Suffix Root Word Direct Speech Reported Speech Dialogue Speech Marks/Inverted Commas Sometimes there is no obvious root word. Example words: tremendous, enormous, jealous –our is changed to –or before –ous is added. Example words: humorous, glamorous, vigorous A final ‘e’ must be kept if the /dʒ/ sound of ‘g’ is to be kept. Example words: courageous, outrageous If there is an /i:/ sound before the –ous ending, it is usually spelt as i, but a few words have e. Example words: serious, obvious, curious hideous, spontaneous, courteous KS2 - G, P & S p.10 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 YEAR 5 AUTUMN 1 - NEW TEACHING FROM NEW FRAMEWORK Develop Independent Spelling Strategies Unit S4S Y6 p.89 to start the year CPF – Unit 48 Spelling (& Punctuation) – Edit & improve your work (L.4) – Useful introductory activity Words ending –ible and –able The –able ending is far more common than the –ible ending. Example words: adorable (adoration), applicable (application), considerable (consideration), tolerable (toleration) As with –ant and –ance/–ancy, the –able ending is used if there is a related word ending in –ation. If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending. Example words: changeable, noticeable, forcible, legible The –able ending is usually but not always used if a complete root word can be heard before it, even if there is no related word ending in –ation. The first five examples opposite are obvious; in reliable, the complete word rely is heard, but the y changes to i in accordance with the rule. Example words: dependable, comfortable, understandable, reasonable, enjoyable, reliable The –ible ending is common if a complete root word can’t be heard before it but it also sometimes occurs when a complete word can be heard (e.g. sensible). Example words: possible, horrible, terrible, visible, incredible, sensible Assess and Review Relative clauses beginning with who, which, where, why, whose, that or an omitted relative pronoun CPF – Unit 17 Grammar – Determiners/ articles (L.5) Relative clause Relative pronoun Determiner Commas to indicate parenthesis (clauses) CPF – Unit 18 Grammar – Clauses (L.5) Comma Clause Parenthesis Suffix Root Word Assess and Review Assess and Review KS2 - G, P & S p.11 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 YEAR 5 AUTUMN 2 - NEW TEACHING FROM NEW FRAMEWORK YEAR 5 AUTUMN 2 - CONSOLIDATE & REVISE GRAMMAR, PUNCTUATION & SPELLING KS2 Y4 Word origins: Ch Greek origin. Example words: scheme, chorus, chemist, echo, character Ch French origin. Example words: chef, chalet, machine, brochure Gue, Que French origin. Example words: league, tongue, antique, unique Sc Latin. Example words: science, scene, discipline, fascinate, crescent S4S – Y5 Spell words with common letter strings and different pronunciations (ight, ear, oo, ough, ie, our) p.74 S4S – Y5 Identify word roots, derivations & spelling patterns p.85 CPF – Unit 49 Spelling – Common letter strings (L.4) CPF – Unit 51 Spelling –Common prefixes (link to word origins) (L.4) CPF – Unit 57 & 58 Spelling– Root words (L.5) Words with the /i:/ sound spelt ei after c The ‘i before e except after c’ rule applies to words where the sound spelt by ei is /i:/. Exceptions: protein, caffeine, seize (and either and neither if pronounced with an initial /i:/ sound). Example words: deceive, conceive, receive, perceive, ceiling GFW- Adapt writing for different readers & purpose p.106 Word Origin Letter String Word Root Derivation Spelling Pattern Prefix Suffix Devices to build cohesion within a paragraph (e.g. then, after that, this firstly) CPF – Unit 14 Grammar – Connectives (L.4) CPF – Unit 19 Grammar – Connectives (L.5) Cohesion Consonant Vowel Connective Assess and Review Assess and Review S4S – Y5 Spelling patterns of consonants to formulate rules: consonant c - p.77 CPF – Unit 46 Spelling –C sound, vowels & consonants (L.3) Assess and Review KS2 - G, P & S p.12 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 YEAR 5 SPRING 1 - NEW TEACHING FROM NEW FRAMEWORK YEAR 5 SPRING 1 - CONSOLIDATE & REVISE GRAMMAR, PUNCTUATION & SPELLING KS2 Y4 Possessive apostrophe with plural words The apostrophe is placed after the plural form of the word; –s is not added if the plural already ends in –s, but is added if the plural does not end in –s (i.e. is an irregular plural – e.g. children’s). Example words: 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.) S4S – Y5 adding suffixes to words ending in e p.82 GFW- Prepositions p.120 Possessive apostrophe Singular Plural Preposition Words with ‘silent’ letters (ie letters whose presence cannot be predicted from the pronunciation of the word) Some letters which are no longer sounded used to be sounded hundreds of years ago: e.g. in knight, there was a /k/ sound before the /n/, and the gh used to represent the sound that ‘ch’ now represents in the Scottish word loch. Example words: doubt, island, lamb, solemn, thistle, knight Linking ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (secondly) CPF – Unit 15 Grammar – writing in paragraphs & linking ideas (L.4) Adverbial Assess and Review Assess and Review Assess and Review KS2 - G, P & S p.13 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 YEAR 5 SPRING 2 - CONSOLIDATE & REVISE GRAMMAR, PUNCTUATION & SPELLING KS2 Y4 Homophones or near-homophones accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he’ll, 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 GFWGFWGFWGFW- Standard English p.102 Nouns, pronouns & verbs p.114 Revise & extend verbs p.110 Imperative form p.110 Homophone Noun Pronoun Verb Imperative KS2 - G, P & S p.14 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 YEAR 5 SPRING 2 - NEW TEACHING FROM NEW FRAMEWORK Homophones and other words that are often confused aisle: a gangway between seats (in a church, train, plane) isle: an island aloud: out loud allowed: permitted altar: a table-like piece of furniture in a church alter: to change ascent: the act of ascending (going up) assent: to agree/agreement (verb and noun) bridal: to do with a bride at a wedding bridle: reins etc. for controlling a horse cereal: made from grain (e.g. breakfast cereal) serial: adjective from the noun series – a succession of things one after the other compliment: to make nice remarks about someone (verb) or the remark that is made (noun) complement: related to the word complete – to make something complete or more complete (e.g. her scarf complemented her outfit) descent: the act of descending (going down) dissent: to disagree/disagreement (verb and noun) 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 eligible: suitable to be chosen or elected illegible: not legible (i.e. unreadable) eliminate: get rid of/exclude illuminate: light up farther: further father: a male parent guessed: past tense of the verb guess guest: visitor heard: past tense of the verb hear herd: a group of animals led: past tense of the verb lead lead: present tense of that verb, or else the metal which is very heavy (as heavy as lead) morning: before noon mourning: grieving for someone who has died profit: money that is made in selling things prophet: someone who foretells the future stationary: not moving stationery: paper, envelopes etc. steal: take something that does not belong to you steel: metal wary: cautious weary: tired who’s: contraction of who is or who has whose: belonging to someone (e.g. Whose jacket is that?) Indicating degrees of possibility using modal verbs (e.g. might, should, will, must) or adverbs (perhaps, surely) Homophone Modal verb Adverb KS2 - G, P & S p.15 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 YEAR 5 SUMMER 1 - NEW TEACHING FROM NEW FRAMEWORK YEAR 5 SUMMER 1 - CONSOLIDATE & REVISE GRAMMAR, PUNCTUATION & SPELLING KS2 Assess and Review S4S – Y5 Spelling unstressed vowels in polysyllabic words p.71 CPF – Unit 50 Spelling – Polysyllabic words (L.4) Assess and Review RS- Level 4 General punctuation revision p.28-38 Assess and Review Unstressed vowel Polysyllabic Converting nouns or adjectives into nouns or adjectives into verbs using suffixes (e.g. –ate; -ise; -ify) Brackets & dashes CPF – Unit 37 Punctuation – brackets (L.5) CPF – Unit 38 Punctuation – dashes & hyphens (L.5) Bracket Dash Hyphen Noun Adjective Verb Suffix Assess and Review Assess and Review Assess and Review KS2 - G, P & S p.16 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 YEAR 5 SUMMER 2- CONSOLIDATE & REVISE Y4 Prefixes: dis-; mis-; in-; re-; sub-; interMost prefixes are added to the beginning of root words without any changes in spelling, but see in– below. Like un–, the prefixes dis– and mis– have negative meanings. Example words: dis–, mis–, in– disappoint, disagree, disobey misbehave, mislead, misspell (mis + spell) GFW- Punctuation in longer, more complex sentences p.116 GFW- Punctuation in complex sentences p.122 Prefix Root Word Simile Metaphor Complex Sentence The prefix in– can mean both ‘not’ and ‘in’/’into’. In the words given here it means ‘not’. Example words: inactive, incorrect Before a root word starting with l, in– becomes il. Example words: illegal, illegible Before a root word starting with m or p, in– becomes im–. Example words: immature, immortal, impossible, impatient, imperfect Before a root word starting with r, in– becomes ir–. Example words: irregular, irrelevant, irresponsible re– means ‘again’ or ‘back’. Example words: redo, refresh, return, reappear, redecorate sub– means ‘under’. Example words: subdivide, subheading, submarine, submerge inter– means ‘between’ or ‘among’. Example words: interact, intercity, international, interrelated (inter + related) CPF – Unit 66 Simile & metaphor (L.4) KS2 - G, P & S p.17 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 YEAR 5 SUMMER 2 NEW TEACHING FROM NEW FRAMEWORK GRAMMAR, PUNCTUATION & SPELLING KS2 Verb prefixes (e.g. dis-, de-, mis-, over- and re-) Use of commas to clarify meaning to avoid ambiguity CPF – Unit 33 Punctuation – Commas to clarify meaning & avoid ambiguity (L.4) Assess and Review Assess and Review Ambiguity Comma Verb Prefix Word list for Years 5 and 6 Accommodate Accompany According Achieve Aggressive Amateur Ancient Apparent Appreciate Attached Available Average Awkward Bargain Bruise Category Cemetery committee Communicate Community Competition Conscience Conscious Controversy Convenience Correspond Criticise (critic+ise) Curiosity Definite Desperate Determined Develop Dictionary Disastrous Embarrass environment Equip (-ped, -ment) Especially Exaggerate Excellent Existence Explanation Familiar Foreign Foreign Forty Frequently Government Guarantee Harass Hindrance Identify Immediate(ly) Individual interfere KS2 - G, P & S p.18 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 Interrupt Language Leisure Lightning Marvellous Mischievous Muscle Necessary Neighbour Nuisance Occupy Occur Opportunity Parliament Persuade Physical Prejudice Privilege Profession Programme Pronunciation Queue Recognise Recommend Relevant Restaurant Rhyme Rhythm Sacrifice Secretary Shoulder Sincere(ly) Soldier Stomach Sufficient Suggest Symbol System Temperature Through Twelfth Variety Vegetable Vehicle Yacht Suggested Resources: Word Bank Support for Spelling (Ref in blue above: S4S) Grammar for Writing (Ref in green above: GFW) Rising Stars Level 5/6 Resources (Ref in red above:RS) Collins Primary Focus (Ref in orange above: CPF) KS2 - G, P & S p.19 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 Year 4 Planning YEAR 4 AUTUMN 1 CONSOLIDATE & REVISE Term Spelling Y3 prefixes: super-; anti- & autosuper– means ‘above’. anti– means ‘against’. auto– means ‘self’ or ‘own’. Grammar and punctuation GFW- Adjectives, adjectival phrases p.86 CPF – Unit 10 Grammar – Grammatical use of adjectives (L.4) Terminology Prefix Adjective Adjectival Phrase S4S – Y5 Prefixes meaning not/ opposite p.79 S4S – Y4 p.67 Prefixes KS2 - G, P & S p.20 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 YEAR 4 AUTUMN 1 - NEW TEACHING FROM NEW FRAMEWORK GRAMMAR, PUNCTUATION & SPELLING KS2 Adding suffixes beginning with vowel letters to words of more than one syllable If the last syllable of a word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added. The consonant letter is not doubled if the syllable is unstressed. Example words: forgetting, forgotten, beginning, beginner, prefer, preferred gardening, gardener, limiting, limited, limitation) More prefixes dis–, mis–, in– Most prefixes are added to the beginning of root words without any changes in spelling, but see in– below. Like un–, the prefixes dis– and mis– have negative meanings. The prefix in– can mean both ‘not’ and ‘in’/’into’. In the words given here it means ‘not’. Before a root word starting with l, in– becomes il Before a root word starting with m or p, in– becomes im–. Before a root word starting with r, in– becomes ir–. re– means ‘again’ or ‘back’. sub– means ‘under’. inter– means ‘between’ or ‘among’. disagree, disobey misbehave, mislead, misspell (mis + spell) inactive, incorrect illegal, illegible immature, immortal, impossible, impatient, imperfect irregular, irrelevant, irresponsible re–: redo, refresh, return, reappear, redecorate sub–: subdivide, subheading, submarine, submerge inter–: interact, intercity, international, interrelated (inter + related) Assess and Review Appropriate choice of pronoun or noun within a sentence to avoid ambiguity and repetition Appropriate choice of pronoun or noun across sentences to aid cohesion and avoid repetition Assess and Review Pronoun Noun Prefix Suffix syllable Assess and Review KS2 - G, P & S p.21 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 YEAR 4 AUTUMN 2 - CONSOLIDATE & REVISE GRAMMAR, PUNCTUATION & SPELLING KS2 Y3 suffixes: -sure & -ure The ending sounding like /ʒə/ is always spelt –sure. The ending sounding like /tʃə/ is often spelt –ture, but check that the word is not a root word ending in (t)ch with an er ending, e.g. teacher, catcher, richer, stretcher. Example words: measure, treasure, pleasure, enclosure creature, furniture, picture, nature, adventure GFW- Paragraphs p.84 Suffix Paragraph KS2 - G, P & S p.22 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 YEAR 4 AUTUMN 2 - NEW TEACHING FROM NEW FRAMEWORK GRAMMAR, PUNCTUATION & SPELLING KS2 The suffix –ation The suffix –ation is added to verbs to form nouns. The rules already learnt still apply. Example words: information, adoration, sensation, preparation, admiration The suffix –ous Sometimes the root word is obvious and the usual rules apply for adding suffixes beginning with vowel letters. Sometimes there is no obvious root word. –our is changed to –or before –ous is added. A final ‘e’ must be kept if the /dʒ/ sound of ‘g’ is to be kept. If there is an /i:/ sound before the –ous ending, it is usually spelt as i, but a few words have e. Example words: poisonous, dangerous, mountainous, famous, various tremendous, enormous, jealous humorous, glamorous, vigorous courageous, outrageous serious, obvious, curious hideous, spontaneous, courteous Assess and Review Use of paragraphs to organise ideas around a theme GFW- Paragraphs p.84 CPF –Unit 12 Grammar - Identify compound & complex sentences (L.4) CPF –Unit 13 Grammar – Writing complex sentences (L.4) Assess and Review Paragraphs Suffix Compound and Complex Sentence Assess and Review KS2 - G, P & S p.23 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 YEAR 4 SPRING 1- NEW TEACHING FROM NEW FRAMEWORK YEAR 4 SPRING 1CONSOLIDATE & REVISE GRAMMAR, PUNCTUATION & SPELLING KS2 Synonyms & antonyms GFW- Changing sentence type & sentence order p.96 GFW - Connectives p.98 Synonym Antonym Endings which sound like /ʃən/, spelt –tion, –sion, – ssion, –cian Strictly speaking, the endings are –ion and –ian. Clues about whether to put t, s, ss or c before these endings often come from the last letter or letters of the root word. –tion is the most common spelling. It is used if the root word ends in t (invent) or te (hesitate). –ssion is used if the root word ends in ss or –mit. –sion is used if the root word ends in d or se. Exceptions: attend – attention, intend – intention –cian is used if the root word ends in c or cs. Example words: invention, injection, action, hesitation, completion expression, discussion, confession, permission, admission expansion, extension, comprehension, tension musician, electrician, magician, politician, mathematician Use of inverted commas and some other speech punctuate for direct speech CPF – Unit 34 Punctuation – Using inverted commas (L.4) CPF – Unit 65 Speech vocabulary (L.4) Suffix Root Word Inverted commas Direct speech Dialogue Assess and Review Assess and Review Assess and Review KS2 - G, P & S p.24 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 Verb Standard English forms for verb inflections instead of local spoken forms (e.g. we were instead of we was, or I did instead of I done) CPF- Unit 2 Grammar – Standard & non-standard English (l.3) CPF - Unit 8 Grammar - Formal & informal (L.4) Word origin Verb inflections Standard English Assess and Review Assess and Review YEAR 4 SPRING 2 - NEW TEACHING FROM NEW FRAMEWORK YEAR 4 SPRING 2 CONSOLIDATE & REVISE GFW- Verb tenses p.76 GFW- Powerful verbs p.78 Words with the /k/ sound spelt ch (Greek in origin) Example words: scheme, chorus, chemist, echo, character Words with the /ʃ/ sound spelt ch (mostly French in origin) Example words: Chef chalet machine Brochure Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin) Example words: League, tongue, antique, unique Words with the /s/ sound spelt sc (Latin in origin) Example words: Science, scene, discipline, fascinate, crescent CPF – Unit 53 Spelling – Word origins (L.4) Assess and Review KS2 - G, P & S p.25 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 YEAR 4 SUMMER 1 - NEW TEACHING FROM NEW FRAMEWORK YEAR 4 SUMMER 1 - CONSOLIDATE & REVISE GRAMMAR, PUNCTUATION & SPELLING KS2 Y3 suffix –ly to make adverbs The suffix –ly is added to an adjective to form an adverb. The rules already learnt still apply. The –ly suffix starts with a consonant letter, so it is added straight on to most root words unless they end with y. If the root word ends with y, the y is changed to i. Exceptions: 1. If the root word ends with –le, the –le is changed to –ly. 2. If the root word ends with –ic, –ally is added rather than just –ly, except in the word publicly. 3. The words truly, duly, wholly. Example words: sadly, completely, usually (usual + ly), finally (final + ly), comically (comical + ly) happily, angrily gently, simply, humbly, nobly basically, frantically, dramatically S4S – Y4 p.62 suffixes ly, ed, er, est, ful S4S – Y4 p.65 Apostrophe for contractions GFW- Adverbs p.80 CPF – Unit 11 Grammar – Identifying adverbs (L.4) GFW- Commas within sentence p.82 Suffix Word Root Apostrophe for Contraction Adverb Comma Possessive apostrophe with plural words The apostrophe is placed after the plural form of the word; –s is not added if the plural already ends in –s, but is added if the plural does not end in –s (i.e. is an irregular plural – e.g. children’s). Example words: 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.) Use of commas after fronted adverbials Fronted adverbials Plurals Possessive Apostrophes Fronted adverbials (e.g. Later that day, I heard the bad news.) GFW- Explore word order p.90 GFW- Ways to join separate clauses: Commas, connectives, full stops p.90 GFW- Possessive apostrophes p. 88 Assess and Review Assess and Review Assess and Review KS2 - G, P & S p.26 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 YEAR 4 SUMMER 2 - NEW TEACHING FROM NEW FRAMEWORK YEAR 4 SUMMER 2 CONSOLIDATE & REVISE GRAMMAR, PUNCTUATION & SPELLING KS2 Y3 spelling: i spelt as y, ou, ei, eigh, ey Example words: myth, gym, Egypt, pyramid, mystery S4S – Y4 p.59 Common letter strings (ay, ai, ea, ae, ight, ough, ear) CPF – Unit 36 Punctuation – apostrophes for contractions (more difficult) (L.4) Letter String Apostrophe for contraction Homophones or near-homophones accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he’ll, 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 The grammatical difference between plural and possessive -s Homophone Homonym Plurals Possessive Apostrophes S4S – Y4 Homophones p.53 CPF – Unit 47 Spelling – Simple Homophones (L.3) CPF – Unit 54 Spelling – Homophones & Homonyms (L.4) Assess and Review Apostrophes to mark singular and plural possession (e.g. the girl’s name, the boys’ boots) GFW- Possessive apostrophes p. 88 CPF – Unit 35 Punctuation – apostrophe for possession (L.4) Assess and Review Assess and Review Word list for Years 3 and 4 Accident(ally) Actual(ly) Address Answer Appear Arrive Believe Bicycle Breath Circle Complete Consider Continue Decide Describe Different Difficult Disappear Famous Favourite February Forward(s) Fruit Grammar Group Guard Guide KS2 - G, P & S p.27 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 Breathe Build Business Calendar Caught Centre Century certain Island Knowledge Learn Length Library Material Medicine Mention Minute Natural Naughty Notice Occasion(ally) Often Opposite Ordinary particular Early Earth Eight /eighth Enough Exercise Experiment extreme Peculiar Perhaps Popular Position Possess(ion) Possible Potatoes Pressure Probably Promise Purpose Quarter Question Recent Regular Reign remember Heard Heart Height History Imagine Increase Important interest Sentence Separate Special Straight Strange Strength Suppose Surprise Therefore Though/although Thought Through Various Weight Woman Women Suggested Resources: Word Bank Support for Spelling (Ref in blue above: S4S) Grammar for Writing (Ref in green above: GFW) Collins Primary Focus (Ref in orange above: CPF) KS2 - G, P & S p.28 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 Year 3 Planning YEAR 3 AUTUMN 1 - NEW TEACHING FROM NEW FRAMEWORK YEAR 3 AUTUMN 1CONSOLIDATE & REVISE Term Spelling Grammar and punctuation Terminology S4S p.13 –Y2 ai,ee,igh, oa, oo S4S p.16 – Y2 - ed, - ing suffix S4S p.33 Y3 -le; -cle; -dle; -ble; -ple; -ible; - able; -ckle suffixes CPF – Unit 30 Punctuation – revise basic punctuation (L.3) CPF – Unit 31 Punctuation – revise ? marks (L.3) CPF – Unit 32 Punctuation – revise ! marks (L.3) S4S p. 40 Y3 Singular & Plural S4S p.56 Y4 Plurals Question Mark Exclamation Mark Singular Plural The /ɪ/ sound spelt y elsewhere than at the end of words These words should be learnt as needed. Example words: myth, gym, Egypt, pyramid, mystery Use of the determiners (articles) a or an according to whether the next word begins with a consonant or a vowel (e.g. a rock, an open box) Determiners/article Consonant Vowel First/Second/Third Person Assess and Review Assess and Review GFW – Y3 1st, 2nd & 3rd person p.60 Assess and Review KS2 - G, P & S p.29 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 YEAR 3 AUTUMN 2 - NEW TEACHING FROM NEW FRAMEWORK YEAR 3 AUTUMN 2 - CONSOLIDATE & REVISE GRAMMAR, PUNCTUATION & SPELLING KS2 S4S p.20 Y2 Compound words S4S p.29 Y2 Counting syllables GFW – Revise question & exclamation marks p.38 GFW – Devices for presenting text – p.42 Compound word Syllable Question mark Exclamation mark The /ʌ/ sound spelt ou young, touch, double, trouble, country These words should be learnt as needed. Example words: young, touch, double, trouble, country Introduction to inverted commas to punctuate direct speech GFW – Speech punctuation p.40 GFW – Y3 Speech marks p.64 Direct speech Inverted commas Speech marks Assess and Review Assess and Review Assess and Review KS2 - G, P & S p.30 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 S4S p.46 Y3 Pronouns GFW – Y3 p.62 Pronouns CPF – Unit 4 Grammar – Pronouns (L.3) Prefix Pronoun More prefixes Super means ‘above’. Example words: supermarket, superman, superstar Anti means ‘against’. Example words: antiseptic, anti-clockwise, antidote Auto means ‘self’ or ‘own’. Example words: automatic, autograph Formation of nouns using a range of prefixes, such as super–, anti–, auto– Noun Prefix Assess and Review Assess and Review Assess and Review YEAR 3 SPRING 1 - NEW TEACHING FROM NEW FRAMEWORK YEAR 3 SPRING 1 - CONSOLIDATE & REVISE S4S p.26 Y2 Prefixes: un- & disCPF – Unit 44 Spelling – Identifying prefixes (L.3) KS2 - G, P & S p.31 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 GFW – Y3 p.46 Commas in lists CPF – Unit 7 Grammar - Identifying connectives (L.3) Suffix Words with the /eɪ/ sound spelt ei, eigh, or ey Example words: vein, weigh, eight, neighbour, they, obey Expressing time and cause using conjunctions (e.g. when, so, before, after, while, because), adverbs (e.g. then, next, soon, therefore, or prepositions (e.g. before, after, during, in, because of) GFW – Y3 p.68 Time conjunctions GFW – Y3 p.70 Commas within sentences CPF – Unit 9 Grammar – Identifying prepositions and pronouns (L.4) Suffix Root Word Pronoun Conjunction Adverb Preposition Clause Subordinate clause Assess and Review Assess and Review YEAR 3 SPRING 2 - NEW TEACHING FROM NEW FRAMEWORK YEAR 3 SPRING 2CONSOLIDATE & REVISE S4S p.43 Y3 suffixes: -ful; -less & -er The suffix –ly The suffix –ly is added to an adjective to form an adverb. The rules already learnt still apply. The –ly suffix starts with a consonant letter, so it is added straight on to most root words unless they end with y. Example words: sadly, completely, usually (usual + ly), finally (final + ly), comically (comical + ly) If the root word ends with y, the y is changed to i. Example words: happily, angrily Exceptions: 1. If the root word ends with –le, the –le is changed to – ly. Example words: gently, simply, humbly, nobly 2. If the root word ends with –ic, –ally is added rather than just –ly, except in the word publicly. Example words: basically, frantically, dramatically 3. The words truly, duly, wholly. CPF – Unit 45 Spelling – Suffixes (L.3) Assess and Review KS2 - G, P & S p.32 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 Synonym Antonym YEAR 3 SUMMER 1- NEW TEACHING FROM NEW FRAMEWORK YEAR 3 SUMMER 1 CONSOLIDATE & REVISE CPF – Unit 63 & 64 Synonyms & antonyms (L.3) Words with endings sounding like /ʒə/ or /tʃə/ The ending sounding like /ʒə/ is always spelt –sure. Example words: measure, treasure, pleasure, enclosure Introduction to paragraphs as a way to group related material GFW Y3 p.48 Paragraphing The ending sounding like /tʃə/ is often spelt –ture, but check that the word is not a root word ending in (t)ch with an er ending, e.g. teacher, catcher, richer, stretcher. Example words: creature, furniture, picture, nature, adventure Headings and sub-headings to aid presentation GFW Y3 p.56 Capitalisation Paragraph Heading Subheading Endings which sound like /ʒən/ If the ending sounds like /ʒən/, it is spelt as –sion. Example words: division, invasion, confusion, decision, collision, television Assess and Review Assess and Review Assess and Review KS2 - G, P & S p.33 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 Root Word Prefix Use of the perfect form of verbs to mark relationships of time and cause (e.g. I have written it down so we can check what he said.) GFW – Function of verbs p.34-37 Word family Verb ending Regular/irregular verb Perfect form of verb YEAR 3 SUMMER 2 - NEW TEACHING FROM NEW FRAMEWORK YEAR 3 SUMMER 2 CONSOLIDATE & REVISE S4S p.49 root words & prefixes: de-, re-, pre- & mis-, dis- & un- S4S p.36 Y3 Verb endings, regular & irregular verbs Word families based on common words Assess and Review Assess and Review Assess and Review Word list for Years 3 and 4 Accident(ally) Actual(ly) Address Answer Appear Arrive Believe Bicycle Breath Breathe Build Circle Complete Consider Continue Decide Describe Different Difficult Disappear Early Earth Famous Favourite February Forward(s) Fruit Grammar Group Guard Guide Heard Heart KS2 - G, P & S p.34 Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013 GRAMMAR, PUNCTUATION & SPELLING KS2 Business Calendar Caught Centre Century certain Eight /eighth Enough Exercise Experiment extreme Height History Imagine Increase Important interest Island Knowledge Learn Length Library Material Medicine Mention Minute Natural Naughty Notice Occasion(ally) Often Opposite Ordinary particular Peculiar Perhaps Popular Position Possess(ion) Possible Potatoes Pressure Probably Promise Purpose Quarter Question Recent Regular Reign remember Sentence Separate Special Straight Strange Strength Suppose Surprise Therefore Though/although Thought Through Various Weight Woman Women Suggested Resources: Word Bank Support for Spelling (Ref in blue above: S4S) Grammar for Writing (Ref in green above: GFW) Collins Primary Focus (Ref in orange above: CPF) KS2 - G, P & S p.35