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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