Download Spelling patterns - Kingfield School

2015
Spelling Teaching
Sequence
Year Group Expectations
Suggested teaching sequence based on the New Curriculum 2014
Burrows, Peter
Babcock
1/1/2015
Autumn
Year 1
Make phonetically plausible attempts at writing longer words
Phase 4 – use adjacent consonants e.g. flat, step, sand, help,
using dominant phonemes and common grapheme
grand, crept
representations
Words ending ‘nk’ bank, pink, think, honk, chunk
Recall letters of the alphabet and related common phonemes
Words of more than one syllable pocket, rabbit, thunder, panda,
Phase 3
picnic
Spell words with simple phoneme/grapheme correspondence
accurately (e.g. cat, dog, red)
Tch catch, fetch, kitchen, notch, hutch
Write some words using common digraphs and trigraphs
correctly (e.g. b-oa-t, sh-ee-p; l-igh-t)
The /v/ sound at the end of words have, live, give
Words with consonant digraphs -ship, fish, chips, much, thin,
this, ring
Common exception words the, a, do, to, of, said, I, you
Spring
Words ending ‘ff’, ‘ll’, ‘ss’, ‘zz’, ‘ck’ off, bell, kiss, buzz, back
Vowel digraphs and trigraphs
ai
ay
a–e
oi
oy
e–e
i–e
o–e
u–e
ar
ee
ea (/ee/)
ea (/e/)
er
er
ir
ur
oo
oo
oa
oe
rain, sail, train, paid, snail
day, play, say, way, Sunday
made, came, same, take, late
oil, boil, join, coin
boy, toy, enjoy, annoy
these, theme
kite, bite, like, time, slide, bike
home, those, note, bone, hole
June, rule, rude, use, cube, tune
car, star, park, arm, garden
see, tree, green, meet, week
leaf, sea, dream, meat,
head, bread, ready, instead
(stressed sound): her, term, verb
(unstressed): butter, letter,
girl, bird, shirt, skirt, third
turn, burn, curl, hurt
food, cool, moon, zoo, spoon
book, look, foot, wood, good
boat, coat, road, soap
toe, goes
Summer
Adding s and es to words (plural of nouns and the third
person singular of verbs) cats, dogs, spends, rocks, thanks,
catches
Adding the endings –ing, –ed and –er to verbs where no
change is needed to the root word hunting, hunted,
ou
ow (/ou/)
ow (/oa/)
ue
ew
ie (/igh/)
ie (/ee/)
igh
or
ore
aw
au
air
ear
ear (/air/)
are (/air/)
out, about, cloud, round, sound
now, how, cow, down, town
blow, snow, grow, slow, show
blue, clue, true, rescue, argue
new, few, grew, chew, drew, threw
lie, pie, cried, tried, fried
chief, field, thief
high, night, light, bright, right
for, fork, born, horse
more, sore, before, wore
saw, draw, yawn, crawl
author, August, dinosaur, astronaut
air, fair, pair, stairs, chair
ear, dear, hear, clear, near
bear, pear, wear
bare, dare, care, share, stare
Common
exception
words
says, are, were, was, your, they,
be, he, me, she, we, no, go, so, by, my, there,
love, come, some, one, once
Adding the prefix –un unhappy, undo, unload, unfair, unlock
Compound Words football, laptop, playground, farmyard,
bedroom, blackberry
New consonant spellings ph and wh dolphin,
alphabet, phonics, elephant when, where, which, wheel, whisk
Adding –er and –est to adjectives where no change is
needed to the root word e.g. grander, grandest
Using k for the /k/ sound Kent, sketch, skeleton, kit, skip, husky
Words ending –y (/ee/ or /i/ depending on accent
Can spell pseudo words using phonics e.g. Strom
Peter Burrows: Teaching and Learning Adviser 2015
Autumn
Year 2
Use common alternative graphemes with increasing accuracy in
Add suffixes to simple regular verbs (e.g. add s, ed, ing)
writing (e.g /ai/ ay, ey, , a-e –)
Use -le ending as the most common spelling for this sound at the
end of words
To secure the reading and spelling of words containing different
spellings for phonemes

The /l/ or schwa-/l/ sound spelt –le at the end of words
table, apple, handle, bottle, tickle, middle
The /j/ sound spelt as ge and dge at the end of words, and

The /l/ or schwa-/l/ sound spelt el at the end of words
sometimes spelt as g elsewhere in words before e, i and y e.g.
camel, tunnel, squirrel, tinsel, travel, towel
badge, ledge huge, orange, gem, giant, ginger, giraffe, energy

The /l/ or schwa-/l/ sound spelt al at the end of words
metal, pedal, capital, hospital, animal, tropical
The /s/ sound spelt c before e, i and y e.g. race, prince, cell, city,

Words ending –il pencil, fossil, nostril
fancy
The /n/ sound spelt kn and (less often) gn at the beginning of
words knot, know, knee, knife, gnat, gnaw
The /r/ sound spelt wr at the beginning of words write, written,
wrote, wrong, wrap, wreck
Accurately spell common phonically decodable two and three
syllable words
To split compound words into their component parts and use
this knowledge to support spelling
Show awareness of silent letters in spelling (e.g. knight, write)
Common exception words door, floor, poor, find, kind, find,
behind, wild, most, every, laugh, aunt, autumn
Spelling of the days of the week and months of the year are
accurate (Including use of capital letters)
Contractions spelt correctly (didn’t, isn’t, it’s etc.)
To learn how to add common inflections (suffixes) to words
Spring
The /igh/ sound spelt y at the end of words cry, fly, fry, try,
reply, July


Add suffixes to nouns (e.g. add –er, -est; plurals – es, - changing
y to ies)

Adding –es to nouns and verbs ending in consonant –y cries,
flies, replies, copies, babies, carries
Common homophones are spelt accurately (e.g. here/hear; to/
too/ two; see/sea; bee/be)
Adding –ed, –ing, –er and –est to root words ending in
consonant–y
Adding the endings –ing, –ed, –er, – est and –y to words
ending in vowel consonant e- hiking, hiked, hiker, nicer,
nicest, shiny
Adding –ing, –ed, –er, –est and –y to words of one
syllable ending in a single consonant letter after a single
vowel letter patting, patted, humming, hummed,
tapping, tapped, fatter, fattest
Knows to check a word for spelling when writing
Common exception (“tricky”) words spelt accurately
To add common prefixes to root words and to understand how
they change meaning (S for S)
The /aw/ sound spelt a before l and ll all, ball, call, walk, talk,
always
The /u/ sound spelt o all, ball, call, walk, talk, always,
Summer
The /u/ sound spelt o other, mother, brother, nothing, Monday,
wonder
The /ee/ sound spelt ey key, donkey, monkey, chimney
The /o/ sound spelt a after w and qu want, wash, wander,
watch, quantity, squash
The /ur/ sound spelt or after w word, work, worm, world
The /aw/ sound spelt ar after w war, warm, towards
The /zh/ sound spelt s television, treasure, usual
Correct use and spelling of pronouns
Evidence of a wider range of suffixes spelt correctly -ly, -ful, -tion, less, -ment, –ness, –
Evidence of a range of prefixes spelt correctly in words (un, dis,)
Discriminate syllables in multisyllabic words as an aid to spelling
Contractions can’t, didn’t, hasn’t, couldn’t, it’s, who’s
The possessive apostrophe (singular nouns) Megan’s, Ravi’s, the
girl’s, the child’s, the man’s
Words ending in –tion station, fiction, motion, national, section
Common exception words - great, break, steak, push, pull, pretty
beautiful, hour, shoes, buy, sure, fast, past, path, bath, eye, climb,
thumb, castle, listen, could, should, would
Use analogy when spelling e.g, use could to spell should
Homophones and near-homophones There/their/they’re,
here/hear, quite/quiet, see/sea, bare/bear, one/won,
to/too/two, be/bee, blue/blew, cheap/cheep, night/knight
Peter Burrows: Teaching and Learning Adviser 2015
Autumn
Year 3 Words to be learnt over the year
accident(ally) actual(ly) address answer appear arrive believe bicycle breath breathe build busy/business calendar
caught centre century certain circle complete consider continue decide describe different difficult
disappear early earth eight/eighth enough exercise experience experiment extreme famous favourite February
forward(s) fruit grammar group guard guide heard heart height history imagine increase important interest
Revise from Y2
To consolidate knowledge of adding suffixes and to
investigate the conventions related to the spelling pattern
 Correct use and spelling of pronouns
–le (S for S)
 wider range of suffixes spelt correctly (-ly, -ful, tion, -less, -ment,)
 range of prefixes spelt correctly in words (un, dis,) To spell regular verb endings and to learn irregular tense
changes (e.g. go/went) (S for S)
The /i/ sound spelt y elsewhere than at the end of words
The /u/ sound spelt ou young, cousin, double, trouble,
myth, gym, Egypt, pyramid, mystery
couple, country
Words with the /ai/ sound spelt ei, eigh, or ey vein, weigh,
Words with the /s/ sound spelt sc (Latin in origin) science,
eight, neighbour, they, obey
scene, scissors, muscle, disciple, fascinate
Use analogy when spelling e.g, use could to spell should
Spring
To know what happens to the spelling of nouns when s is
added (S for S)
Words with the /k/ sound spelt ch (Greek in origin) school,
chorus, chemist, Christmas, character,
words with the prefixes dis, mis, in, and im e.g. disappear,
disappoint, misbehave, mislead, inactive, incorrect,
immortal, impossible
Summer
To embed the correct use and spelling of pronouns(S for S)
Endings which sound like /shun/ spelt –tion, –sion, –ssion,
–cian invention, inflation, , confession, permission,
admission expansion, extension, comprehension, tension
musician,
Possessive apostrophe with plural Words - girls’, boys’,
babies’, children’s, men’s, mice’s
To understand how words change when the suffixes are
added (S for S)
Adding suffixes beginning with vowels to words of more
than one syllable - forgetting, forgotten, beginning,
beginner, prefer, preferred gardening, gardener, limiting,
limited, limitation
verbs with irregular tense changes (e.g. go/went)
To develop knowledge of prefixes to generate new words
from root words(S for S)
More prefixes
 re–: redo, refresh, return, reappear, redecorate
 sub–: subdivide, subheading, submarine,
 inter–: interact, intercity, international,
interrelated super–: supermarket, superman,
superstar
 anti–: antiseptic, anti-clockwise, antidote
 auto–: automatic, autograph
Peter Burrows: Teaching and Learning Adviser 2015
Autumn
Year 4 Words to be learnt
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
To distinguish between the spelling and meaning of
homophones (S for S): 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,
scene/seen
Words with the /sh/ sound spelt ch (mostly French in
origin) chef, chalet, machine, brochure, champagne,
chauffeur
To investigate and learn to spell words with common
letter strings (S for S)
Summer
Spring
Words with endings sounding like/zhuh/ or /chuh/
measure, treasure, pleasure, enclosure picture,
adventure, creature, furniture, departure, mixture
Possessive apostrophe with plural words e.g. boys’
To investigate, collect and classify spelling patterns related
to the formation of plurals (S for S)
To spell a range of words with prefixes including: sub–,
super–, anti– auto–:
Words ending with the /g/ sound spelt –gue and the /k/
sound spelt –que (French in origin) league, tongue,
synagogue, antique, unique, mosque
To understand how suffixes change the function of words(S
for S), including:



- ly sadly, completely, usually happily, angrily
– ous various, tremendous,
– ssion, –cian e.g. information, adoration,
sensation, musician, politician
To use the prefixes il, ir, re, sub,
To spell correctly the majority of the Year 3 / 4 word list
Apply a range of strategies to learn to spell unknown
words: phonemic, words within words, word root and add
suffix / prefix
Can investigate a spelling pattern, notice patterns and
generate rules e.g. words ending in ck and c - do all words
ending in c have more than one syllable
To understand the use of the apostrophe in contracted
forms of words (S for S)
To revise and investigate links between meaning and
spelling when using affixes (S for S)
Endings which sound like /zhun/ division, invasion,
confusion, decision, collision, television
The suffix –ous various, tremendous, enormous, obvious,
pompous, previous, ravenous humorous, glamorous,
vigorous furious, envious
Can spell more complex pseudo words using a range of
strategies e.g. Bandycoot
Words which are often misspelt when prefixes or suffixes
are added e.g. disappear disappoint beginning business
necessary, unnecessary necessarily
Peter Burrows: Teaching and Learning Adviser 2015
Word List for Years 5
Autumn
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 forty frequently government guarantee
Revision of Year 4 work
 homophones and other words which are often
confused
 prefixes and suffixes and understand the
guidance for adding them e.g. - ation, -ly, -ous
 the suffix –ous various, tremendous,
 common errors in prefixes and suffixes are
correctly spelt (e.g. disappear disappoint
beginning business)
To spell words with common letter strings and different
pronunciations ough, ear, oo, our (S for S)
use the first three or four letters of a word to check
spelling, meaning or both of these in a dictionary
Keep a spelling journal of own misconceptions, rules to be
learnt, lists of synonyms, etc
Words containing the letter-string ough ought, bought,
thought, nought rough, tough, enough cough though,
although, dough
Spell some words with ‘silent’ letters [for example, knight,
psalm, solemn]
To spell unstressed vowels in polysyllabic words (S for S)
Spring
To explore the spelling patterns of consonants and to
formulate rules (S for S)
Words ending in –ant, –ance/–ancy, –ent, –ence/–ency
observant, observance, hesitant, hesitancy innocent,
innocence, decent, decency, frequent, frequency,
words ending


chuh e.g. furniture
endings which sound like /zhun/ division,
invasion, confusion, decision, collision, television
Summer
To investigate and learn spelling rules for adding suffixes
to words ending in e or words ending in -y and words
containing ie (S for S)
Adding suffixes beginning with vowels to words ending fer: referring, referred, referral, preferring, preferred,
transferring, transferred reference, referee, preference,
transference
Correct use and spelling of conjunctions
Expanded range of suffixes – including homophomic
endings (e.g.”shun” - tion, sion, ssion, cian)
To explore less common prefixes and suffixes(S for S)
Words ending in –able and –ible Adorable, applicable
considerable, tolerable changeable, noticeable, forcible,
visible, incredible, sensible
Knows the meaning or how a prefix or suffix changes a
word using those learnt in Year 3 and 4
Proof reads and edits to find own spelling errors
To identify word roots, derivations and spelling patterns
as a support for spelling (S for S)
Use of the hyphen to link words e.g. co-ordinate, reiterate, pre-eminent, co-own
Extended range of prefixes:
 dis–, mis–, im– disappear, misbehave,
impossible,
 re–: refresh,
 sub–: subdivide
 inter–: international
 super–: supermarket,
 anti–: antiseptic,
 auto–: automatic, autograph
Peter Burrows: Teaching and Learning Adviser 2015
Word list Year 6
harass hindrance identity immediate(ly) individual interfere 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 signature sincere(ly) soldier stomach sufficient suggest symbol system
temperature thorough twelfth variety vegetable vehicle yacht
To embed the use of independent spelling strategies for
spelling unfamiliar words (S for S)
Autumn
Revision of Year 5 work





Letter strings – ough ear, oo, our
Suffixes – able, ible, fer
Quickly find a word in a dictionary or thesaurus
using the first 3 or 4 letters
Keep a spelling journal of own misconceptions, rules
to be learnt, lists of synonyms, etc
Proof reads and edits to find own spelling errors
Summer
Spring
To revise and extend work on spelling patterns, including
unstressed vowels in polysyllabic words (S for S)
Words with ‘silent’ letters (i.e. letters which cannot be
predicted from the pronunciation of the word) doubt, island,
lamb, solemn, thistle, knight
Can investigate a root word adding a range of prefixes and
suffixes: medic, decide, obey, comfort (e.g. obey - disobey,
obedience, obeying, obeyed
To investigate the meaning and spelling of connectives
(e.g. furthermore, nevertheless) (S for S)
Homophones and other words that are often confused
advice/advise device/devise licence/license
practice/practise prophecy/prophesy
Use a range of strategies to spell unstressed vowels
e.g.
 Separate: words within words (a rat)
 Chocolate: spell, speak (choc-o-late)
 Holiday: use the history of words (holy day –
the y becomes i)
 Definite: think of the word family (finite)
 Difference: think of the prefix or suffix
(differ+ence)
To use what is known about prefixes and suffixes to
transform words (e.g. negation, tense, word class) (S
for S)
Endings which sound like /shus/ spelt –cious or –tious
vicious, precious, conscious, delicious, malicious,
suspicious ambitious, cautious,
To spell unfamiliar words by using what is known of word
families and spelling patterns (S for S)
Revision of spelling strategies introduced from Year 3
Words with the /ee/ sound spelt ei after c deceive, conceive,
receive, perceive, ceiling (+ deceit, conceit
Revise and use word roots, prefixes and suffixes as a
support for spelling (S for S)
Endings which sound like /shul official, special, artificial,
partial, confidential, essential
Peter Burrows: Teaching and Learning Adviser 2015