Download n - Meriden C of E Primary School

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