English Programme of Study
English Programme of Study
KS2 Spelling Overview - Years 1-6
Courthouse Junior School
September 2014
Unit 1Statutory Requirements:Pupils should be taught to:
- Develop a range of personal strategies for learning new and irregular words
- Develop a range of personal strategies for spelling at the point of composition
- Develop a range of strategies for checking and proof reading spellings after writing
- Children should be able to spell:
-common exception words
-the days of the week
- name the letters of the alphabet:
-using letter names to distinguish between alternative spellings of the same sound
- add prefixes and suffixes:
-using the prefix un–
-using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]
- apply simple spelling rules and guidance, as listed in English Appendix 1
- write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
- proof-read for spelling errors
For spelling rules/patterns, see English Programme of Study KS1 and KS2 – Yr1
Unit 2 Statutory Requirements:
Pupils should be taught to:
- Develop a range of personal strategies for learning new and irregular words
- Develop a range of personal strategies for spelling at the point of composition
- Develop a range of strategies for checking and proof reading spellings after writing
- Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
- Learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones
- Learning to spell common exception words
- Learning to spell more words with contracted forms
- Learning the possessive apostrophe (singular), for example, the girl’s book
- Distinguishing between homophones and near homophones
- Add suffixes to spell longer words eg –ment, -ful, -less, -ly
- Apply spelling rules and guidelines, as listed in English Appendix 1
- Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.
Term 1 / Term 2 / Term 3
Revisit and Review:From Year 1 As words with new GPCs are introduced, many previously taught GPCs can be revised at the same time, as these words will usually contain them.
oy/oi/ (spelling pattern oi does not occur at the end of words or immediately before suffixes)
Common exception words : hour, beautiful, find, kind, mind, behind, child/ren, wild. Most, both, gold, hold, told, whole, pretty, could, should, would.
Prefixes and Suffixes:Revise Y1 suffixes – s and -es, prefix - un
Teaching rarer GPCs:ur/-hurt, er-her, ir-girl, or-work, (ear-learn, our-journey, ere – were) The /ur/ sound after w: When an /ur/ sound follows the letter w (not qu) it is usuallty spelt or, eg word, worm, work, (were is an exception)
do, wolf, special, friend, water,any, father, gym, fly, young, shoulder, great
Homophones: see/sea, blue/blew, hole/whole, flour/flower, new/knew, to/two/too, near homophones quite/quiet
Spelling Strategies at the point of writing:
Teach, practise and apply spelling strategies at the point of writing p185 Land S and poster on p 192.(Land S)
- Say the word, segment into phonemes and choose graphemes, For longer words split into syllables first (p175 L and S)
- Think of other words that sound the same. Does that help you to spell the word?(Analogy)
- Use your spelling log, word bank, environmental print, working wall.
Teach children how to learn and practise spellings including words taught in new knowledge, common exception/tricky words and individual target words.
1.Identify the tricky part of the word (p178 L and S)
2. Use a memory strategy to support with learning the tricky part of the word. (see p179 – 183 L and S for memory strategies, activities and routines.)
Proof reading:After writing:Teach children to use a reliable source (word bank, environmental print, dictionary if appropriate) to check their spelling at the proof reading stage and also how to use a spell- checker.(p186 L and S)
Check writing for mistakes in common exception / tricky words.
Ensure that guidance on marking (p184 L and S) is used to support children’s proof reading. / Revisit and Review: /ai/ (spelling pattern ai does not occur at the end of words or immediately before suffixes)
Revise plurals with the suffix –es eg bushes, catches. The suffix is used after words ending in /s/,/ch/, /sh/, and /z/ and when y is replaced by I (p189 L and S) Revise syllables as it helps with the spelling.
Revise proof reading strategies taught in T1.
Suffixes:
Teach the suffixes –ful and –less when added to root words without any change to the last letter, eg playful, careful/careless, painful/painless, hopeful,/hopeless.
Teach adding –yto words of one syllable ending in a single consonant letter after a single vowel eg sunny, runny, funny
Adding –es to nouns and verbs ending in –y, eg flies, tries, replies, copies, babies, carries
Adding the suffixes –ly, : sadly, happily, badly, and –y, (dropping the e) shiny
Teach –ey: money, key, donkey, chimney, valley
Adding –ing to words of one syllable ending in a single consonant letter after a single vowel letter eg hop, hopping, pat, patting, hum, humming, drop, dropping.
Common exception words:
climb,every, everybody, any, (even), clothes,
great, break, steak, door, poor, floor.
Teaching rarer GPCs:
The /s/ sound spelled c before e, i and y eg race, ice, cell, city, fancy.
The /i/ sound spelled y at the end of words eg cry, fly, dry, try, reply, July
The /n/ sound spelled kn and gn at the beginning of words: eg knock, know, knee, gnat, gnaw
j- jet, dge- badge, ge- cage, g- giant, dg – dodging
r- rat, rr- carrot, (wr- write, rh- rhyme)
Teach that an /or/ sound before an /l/ sound is frequently spelled with the letter ‘a’ eg all, ball, call, walk, talk, always. Teach compound words: football, beanstalk.
Teach that an /or/ sound can be spelled ‘ar’ after w eg war, warm, towards.
Homophones: knight/night, write/right, one/won, be/bee,
Apostrophe:
Teach contractions and the use of the apostrophe for contractions eg I’m, let’s, can’t
Teach possessive eg Megan’s, Ravi’s, the girl’s, the child’s the man’s
Spelling Strategies at the point of writing:
Model ‘have a go’ and routines
Learning and Practising spellings:
If not already introduced, introduce the use of spelling logs (Land S p 185)Focus on learning of knowledge and patterns taught this term / Revisit and Review:
Revise apostrophe for contraction and possession
Suffixes:
Teach adding the suffix – ment and –ness in the context of changing a word to a noun, eg –ment changes a verb to a noun (enjoyment, merriment, and – ness changes an adjective to a noun (darkness, sadness, happiness)
Adding –ed, -ing, er, and est to a root word ending in –y eg happy, happier, happiest, copy, copier, copying, cry, cried, crying, crier.
If the base word ends in a single consonant letter preceded by a single vowel letter, and the suffix begins with a vowel, double the consonant eg red, redder, reddest, dad, sadder, saddest. run, runner, running.
If the base word ends in ‘e’ as part of a split digraph, drop the ‘e’ if the suffix begins with a vowel. Eg hike, hiking, hiked, hiker. Nice, nicer, nicest. (p190 L and S)
Teaching rarer GPCs:
The /l/ sound spelled –el at the end of words eg camel, tunnel, squirrel, travel, towel, tinsel,
The /l/ sound spelled –al at the end of words eg metal, pedal, capital, hospital, animal.
Words ending in /v/ will be spelled with the grapheme ‘ve’ (p188 L and S)
Words ending in the /l/ sound spelled –le at the end of words eg table, bottle, little, middle.
Words ending –il,(there are not many of these) eg pencil, fossil, nostril
oo- look, u- put, (oul- could, o- other)
When an /o/ sound follows a /w/ sound it is frequently spelled with the grapheme ‘a’ eg on, was, want, watch, wander, want, wash, quantity, squash (p187 L and S)
Draw attention to the schwa sound /ə / .
Support spelling by encouraging children to give vowel graphemes their full value in reading p188
er- motor, ar - pillar, ou - famous, our - favour, ur - murmur, o - cotton, a - about, ai – mountain, i - possible, e - happen, re - centre, ough - thorough, ure - picture, oar - cupboard
s – television, treasure, (su - usual, ge - beige)
Teach words ending in – tion eg station, fiction
Common exception words:
Teach common exception words: move, prove, improve, who, after, fast, last.past, class, grass, pass, half, path, bath, parents, sure, sugar, busy.
Homophones:
here/hear, there/their/they’re, wear, where, bare/bear
Proof Reading: After writing :Secure routines for proof reading.
Spelling Strategies at the point of writing:
During writing: Revise strategies for spelling at the point of composition.
Learning and Practising spellings:Secure learning routines with resources eg spelling log, spelling buddy, environmental print.
Unit 3 Statutory Requirements:
Pupils should be taught to:
- Develop a range of personal strategies for learning new and irregular words
- Develop a range of personal strategies for spelling at the point of composition
- Develop a range of strategies for checking and proof reading spellings after writing
- use further prefixes and suffixes and understand how to add them (English Appendix 1)
- spell further homophones
- spell words that are often misspelt (English Appendix 1)
- place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]
- use the first two or three letters of a word to check its spelling in a dictionary
- write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far
- proof-read for spelling errors
Term 1 / Term 2 / Term 3
Revisit and Review: Common exception words from Year 2.
Prefixes and Suffixes: Revise prefix un-.(select from Support for Spelling Unit Y2 T3 i)
New prefixes: pre-, dis-, mis-, re-. Revise suffixes from Year 2: -s, -es, -ed, -ing, -er.(Spelling Bank p.4,6,7, 8, 18,23)
(Support for Spelling Unit Y2T1 ii and Unit Y3T3 ii)
Teaching rarer GPCs: Words with the /eɪ/ sound spelt ei, eigh, or ey (ey - they, ei - vein, eigh - eight, aigh - straight
i - in, y - gym (o - women, u - busy, ui - build, e - pretty)
u - up, o - son, (ou - young, oe - does, oo - blood)
Words ending with the /g/ sound spelt –gue and
the /k/ sound spelt –que (French in origin)
Homophones: brake/break, grate/great, eight/ate, weight/wait, son/sun (Support for Spelling Unit Y4 T1 i)
Apostrophe: Revise contractions from Year 2 eg can’t, didn’t. (Support for Spelling Unit Y4 T3 i and Spelling Bank p.15,19)
Proof reading: Focus: checking after writing spelling of KS1 common exception/ tricky words.
Learning Spellings (Spelling Bank p.16)
Children:
•Learn words taught in new knowledge this term.
•Learn words from Y3/4 word list. Suggest an average of 5/6 a term of highlighted words. Group other words for cross curricular teaching.
•Learn words from personal list.
Extend the knowledge of spelling strategies and apply to high-frequency and cross-curricular words from Y3/4 word list groups / Revisit and Review: Suffixes from Year 2:-ment,
-ness, -ful, -less, -ly (with a consonant before it) (Spelling Bank p14)
Prefixes and Suffixes: Prefixes: sub-, tele-, super-, auto-. (Support for Spelling Unit Y2 T2 ii and Unit Y4 T3 ii)
Teaching rarer GPCs: Words with the /ʃ/ sound spelt ch (mostly French in origin) eg chef. eg sh – shop, s – sure, ss – mission (t before ion – mention, ci – special, t before ial – partial, ch – chef, ce – ocean)
Words with the /k/ sound spelt ch (Greek in origin) eg scheme, chorus, chemist, echo, character
Homophones: here/hear, knot/not, meat/meet, missed/mist. (Support for Spelling Unit Y4 T1 i)
Apostrophe: Revise contractions from Year 2 eg hasn’t, couldn’t. (Support for Spelling Unit Y4 T3 i )
(Spelling Bank p 15,19)
Proof reading: Using a dictionary to check spellings. First two letters.
Learning Spellings (Spelling Bank p.16
Children:
•Learn words taught in new knowledge this term.
•Learn words from Y3/4 word list. Suggest an average of 5/6 a term of highlighted words.Teach: February Group other words for cross curricular teaching.
•Learn words from personal list.
Extend the knowledge of spelling strategies and apply to high-frequency and cross-curricular words from Y3/4 word list groups / Revisit and Review: Revise strategies for spelling at the point of writing.
Prefixes and Suffixes:.Suffix –ly straight on to root word eg sadly, unusually. (Support for Spelling Unit Y3 T2 ii Spelling Bank p13,14)
Teaching rarer GPCs: The /ʌ/ sound spelt ou eg young, touch.
The /ɪ/ sound spelt y elsewhere than at the end of words eg gym, myth.
Homophones: heel/heal/he’ll, plain/plane, berry/bury, groan/grown, rain/rein/reign. Also homophones from Year 3/4 word list. heard/herd, through/threw, (Support for Spelling Unit Y4 T1 i)
Apostrophe: Revise contractions from Year 2 eg it’s, I’ll. (Support for Spelling Unit Y4 T3 i) (Spelling Bank p 15,19,37)
Proof reading: Proof read own writing for mis -spellings of personal spelling list words.
Learning Spellings (Spelling Bank p.16
Children:
•Learn words taught in new knowledge this term.
•Learn words from Y3/4 word list. Suggest an average of 5/6 a term of highlighted words. Group other words for cross curricular teaching.
•Learn words from personal list.
Extend the knowledge of spelling strategies and apply to high-frequency and cross-curricular words from Y3/4 word list groups.
Unit 4 Statutory Requirements:
Pupils should be taught to:
- Develop a range of personal strategies for learning new and irregular words
- Develop a range of personal strategies for spelling at the point of composition
- Develop a range of strategies for checking and proof reading spellings after writing
- use further prefixes and suffixes and understand how to add them (English Appendix1)
- spell further homophones
- spell words that are often misspelt (English Appendix 1)
- place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]
- use the first two or three letters of a word to check its spelling in a dictionary
- write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far
- proof-read for spelling errors
Term 1 / Term 2 / Term 3
Revisit and Review:Revise strategies at the point of writing.
Teaching rarer GPCs:Revise /eɪ/ sound spelt ei, eigh, or ey,words with the /ʃ/ sound spelt ch, The /ʌ/ sound spelt ou (all from Y3)
Word endings:Words with endings sounding like /ʒə/ or /tʃə/ eg measure
Prefixes and Suffixes:Prefixes in-, il-, im-.(Spelling Bank p 57) Suffixes: Adding suffixes beginning with vowel letters to words of more than one syllable –ing,
-en, -er, -ed.(Spelling Bank p 21)
Homophones:,peace/piece, main/mane, fair/fare.(Spelling Bank p22)
Apostrophe:Possessive apostrophe with singular proper nouns eg Cyprus’s population.
Proof reading:Teach proof reading strategies eg Spuddy work; spelling buddies.
.
Learning Spellings
Children:
- Learn selected words taught in new knowledge this term.
- Learn words from Y3/4 word list. Suggest an average of 5/6 a term of highlighted words.
- Learn words from personal list.
Teaching rarer GPCs:From Y3/4 word list – guard, guide.
Word endings:Words with endings sounding like /ʒə/ or /tʃə/ eg creature,furniture.
Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian eg invention, comprehension, expression, magician.(Spelling Bank p 29,36,51)
Prefixes and Suffixes:Prefixes: ir-, inter-, anti-. Suffixes:The suffix –ation eg sensation, preparation.(Spelling Bank p 51)
Homophones: scene/seen, male/mail,bawl/ball.(Spelling Bank p22)
Apostrophe:Revise contractions from Y2 and plural apostrophe rules.(Support for Spelling Y4T3i)..
Proofreading:Using a dictionary to check spellings after writing –first two or three letters.
Learning Spellings
Children:
- Learn selected words taught in new knowledge this term.
- Learn words from Y3/4 word list. Suggest an average of 5/6 a term of highlighted words.
- Learn words from personal list.
Teaching rarer GPCs:Words with the /s/ sound spelt sc (Latin in origin) eg science
Word endings:Endings which sound like /ʒən/
-sion eg division, confusion.(Spelling Bank p36)
Prefixes and Suffixes:Suffixes:The suffix –ly. Teach the exceptions eg y changed to i, le ending changed to ly, ic ending changed to
–ally.(Spelling bank p25,35)The suffix –ous eg poisonous, outrageous.(Spelling Bank p 52 unstressed vowels)
Homophones: whether/weather, affect/effect, medal/meddle.(Spelling Bank p22)
Apostrophe:,Possessive apostrophe with plural words eg girls’, boys’, babies’
Revise contractions from Y2 and plural apostrophe rules.(Support for Spelling Y4T3i)
Proof reading:Check writing for mis-spelt words which are on the Y3/4 word list.
Learning Spellings
Children:
- Learn selected words taught in new knowledge this term.
- Learn words from Y3/4 word list. Suggest an average of 5/6 a term of highlighted words.
- Learn words from personal list.
Unit 5 Statutory Requirements: