Spellings
Year 3 – 6
Following the guidance given by the National
Strategies ‘Support for Spelling’
Julie Marriott
January 2010
Approved and adopted March 2010
Knowledge of the spelling system
In order to spell we need both phonemic knowledge and morphological
knowledge.
Phonemic knowledge
This is the correspondence between letters (graphemes) and sounds
(phonemes). It includes knowledge about:
• phonics (e.g. knowledge about letter and sound correspondence,
differences between long and short vowels, the identification,
segmentation and blending of phonemes in speech and how these
influence spelling);
• spelling patterns and conventions (e.g. how the consonant doubles
after a short vowel, words with common letter strings but different
pronunciations);
• homophones (e.g. words with common pronunciations but different
spelling: to, two, too).
• Phonological knowledge. This relates to:
syllables and rhymes;––
analogy.––
Morphological knowledge
This is the spelling of grammatical units within words (e.g. horse = 1
morpheme, horses = 2 morphemes). It includes knowledge about:
• root words – contain one morpheme and cannot be broken down into
smaller grammatical units (e.g. elephant, table, girl, day) and are
sometimes referred to as the stem or base form;
• compound words – two root words combined to make a word (e.g.
playground, football);
• suffixes – added after root words, and change the spelling and meaning
of a word (e.g. hope – hoping, walk – walked, happy – happiness);
• prefixes – added before a root word, and change the meaning but rarely
affect the spelling of a word (e.g. replace, mistake);
• etymology (word derivations) – words in the English language come from
a range of sources; understanding the origin of words helps pupils’
spelling (e.g. audi relates to hearing – audible, audience, audition).
The Teaching Sequence
This sequence presumes five short starter sessions (approximately 15 minutes)
over a two-week period. The sequence is designed to be used flexibly; the
number of sessions spent on each part of the sequence will vary according to the
needs and ability of the children, as related to the specific spelling focus.
Learning to spell is a cumulative process; the materials gradually build the
children’s spelling vocabulary by introducing new words and giving continual
practice of words already introduced. During each half-term, ten sessions should
be used for teaching the specific spelling objective and five sessions should be
used for the direct teaching of spelling strategies, proofreading, high-frequency
words, specific cross-curricular words and personal spelling targets. Therefore,
over a six-week half-term, there will be approximately ten sessions devoted to
the specific spelling focus and five sessions devoted to the broader spelling
activities. The suggested sequence is the same for every age group and every
term. An example of one half-term’s spelling programme is included on page 11. A
bank of approaches is suggested for each part of the sequence for the teacher
to select from, to use and develop according to the needs of the class. It is
strongly advised that each child has a spelling journal, not only for the spelling
activities but also for the assessment dictation, so that the teacher and the
children have a clear record of progress.
The sequence
Revisit, explain, use
Children learn best when their next step builds on what they already know. The
approaches described in the first part of the sequence are lively oral and
Quick-write activities with two purposes: to revise and secure prior learning
and to introduce and explain new learning. An important aspect of this part of
the sequence is that children use the words orally, in context, so that they have
a clear understanding of what they are learning. For example, in a unit related to
learning the correct spelling of verb endings, the children need to have a clear
understanding of the concept of tense.
Teach, model, define
Is spelling caught or taught? For the majority of children, reading extensively is
not sufficient to secure accurate spelling; spelling must be taught explicitly and
systematically. This second part of the sequence provides a range of direct
teaching activities, including teacher modelling and involving the children in the
new learning. For example, after an introductory activity based on the spelling of
plurals, the teacher and children define the categories and generalise the rules
for their formation. In most cases, this part of the sequence will require two or
three sessions.
Practise, explore, investigate
This part of the sequence gives children the opportunity to work independently,
in pairs or in small groups, using a range of strategies to practise and consolidate
new learning. For example, in a Year 2 unit focused on common suffixes, one
activity is: Collect adjectives with the suffixes -y, -ful and -less to describe a
fairytale character such as Cinderella’s ugly sister (e.g. hateful, careless,
thoughtless, fussy, lazy).
Many of the activities described in this part of the sequence could be used for
homework.
An extension section is included in this part of the sequence that provides more
challenging activities. This could be used for the whole class, with teacher
support or for groups and individuals who would benefit from more demanding
activities.
Apply, assess, reflect
This final part of the sequence gives children the opportunity to reflect on what
they have learnt and to recognise their achievements. The session follows a
consistent pattern for the children to:
•
revise new learning;
•
apply the words orally and in writing;
•
reflect and assess their progress.
For example, after a unit focused on transforming words, using prefixes and
suffixes, the revision is an oral game: Give a word, transform a word. One
child gives a word in a sentence that has to be changed by the next child, and so
on. This book is important, that book is unimportant, the writing was legible, the
writing was illegible.
The children are asked to apply their learning in writing, both through a short
dictated piece and by composing their own sentence for their partner to
transform by adding affixes to selected words.
Finally, there is an opportunity for the children to discuss and reflect on their
learning and make notes in their spelling journals. This part of the sequence will
normally take two sessions although some teachers may prefer to have one
longer 30-minute assessment session.
A set of example practice words is included in each unit. This is not an
exhaustive list, nor is it intended that the children slavishly learn each one, as in
a spelling list. The key principle is that the children are learning about words
rather than given words to learn. The aim of each unit is that the children have
an understanding of the patterns and structures of words and are able to apply
their learning to their writing. Of course, learning words has a place: for
example, words that the children find difficult, subject-specific words,
exceptions to the rule.
However, it is important that the children are encouraged to understand that
most of our spelling follows rules and conventions and, by learning about these,
they will be able to apply this knowledge to the spelling of words they have not
met in print before.
Assessment activities are included in every unit and it is intended that day-today assessment is a principle of this programme.
Year 3 Objectives
•
•
•
To spell high and medium frequency words
Recognise a range of prefixes and suffixes, understanding how to
modify meaning and spelling, and how they assist in decoding long
complex words
Spell unfamiliar words, using known conventions including
grapheme /phoneme correspondence and morphological rules.
Term 1
To consolidate knowledge of adding suffixes and to investigate the conventions
related to the spelling pattern -le
To spell regular verb endings and to learn irregular tense changes (e.g. go/went)
Term 2
To know what happens to the spelling of nouns when s is added
To understand how words change when the suffixes are added
Term 3
To embed the correct use and spelling of pronouns (n.b. phonemic and
morphological)
To develop knowledge of prefixes to generate new words from root words
Objectives in red are phonemic or phonological
Objectives in blue are morphological
Year 4 Objectives
•
•
•
•
Use knowledge of phonics, morphology and etymology to spell new
and un-familiar words
Distinguish between the spelling and meaning of common
homophones
Know and apply common spelling rules
Develop a range of personal strategies for learning new and
irregular words
Term 1
To distinguish between the spelling and meaning of homophones
To investigate, collect and classify spelling patterns related to formation of
plurals
Term 2
To investigate and learn to spell words with common letter strings
To understand how suffixes change the function word
Term 3
To understand the use of the apostrophe in contracted forms of word
To revise and investigate links between meaning and spellings when using affixes
Year 5 Objectives
•
•
•
Spell words containing unstressed vowels
Know and use less common prefixes and suffixes
Group and classify words according to their spelling patterns and
meanings
Term 1
To spell unstressed vowels and polysyllabic words
To spell words with common letter strings and different pronunciations
Term 2
To explore the spelling the spelling patterns of consonants and to formulate
rules
To explore less common prefixes and suffixes
Term 3
To investigate and learn spelling rules for adding suffixes to words ending in e
or words in –y and words containing ie.
To identify word roots, derivations and spelling patters as a support for spelling
Year 6 Objectives
•
•
Spell familiar words correctly and employ a range of strategies to
spell difficult and unfamiliar words
Use a range of strategies to edit, proof read and correct spellings
in their own work, on paper and on screen
Term 1
To embed the use of independent spelling strategies for spelling unfamiliar
words.
To investigate the meaning and spelling of connective (e.g. furthermore,
nevertheless)
Term 2
To revise and extend work on spelling patterns, including unstressed vowels in
polysyllabic words.
To use what is known about prefixes and suffixes to transform words e.g.
negation, tense, word class)
Term 3
To spell unfamiliar words by using what is known of word families and spelling
patterns
To revise and use word roots, prefixes and suffixes as a support for spelling
Year 3 - 1st half term Autumn Term
To consolidate understanding of adding suffixes and to investigate conventions related to the spelling pattern -le
Week 1 –two
different
consonants before
le
1
2
3
4
5
6
7
8
9
10
Week 4 –ckle /dle
1
2
3
4
5
6
7
8
9
Week 2 –a double consonant before le
grumble
handle
simple
bundle
example
crumble
tinkle
single
tumble
candle
chuckle
prickle
tickle
cackle
trickle
needle
noodle
poodle
candle
1
2
3
4
5
6
7
8
9
10
Week 5 –double letter +
1
2
3
4
5
6
7
8
9
battle
middle
muddle
apple
giggle
cattle
nettle
puddle
little
bottle
-le
bubble
apple
ripple
paddle
nettle
cuddle
sizzle
wriggle
hobble
Week 3 –one consonant before le
1
2
3
4
5
6
7
8
9
10
needle
sparkle
people
startle
fable
bible
steeple
noodle
table
beetle
1
2
3
4
5
6
7
8
9
Week 6 –cle /ible
uncle
cycle
icicle
obstacle
miracle
circle
bicycle
sensible
horrible
10
bundle
10
bobble
10
possible
Year 3 – 2nd half term Autumn Term
To spell regular verb endings and to learn irregular tense changes
Week 1 –typical of
most verbs
1
2
3
4
5
6
7
8
9
10
Week 2 - verb endings in single consonant letter
cooked
cooking
played
playing
jumped
jumping
worked
working
looked
looking
Week 4 – verb ends
drops
dropped
dropping
grabs
grabbed
grabbing
stops
stopped
stopping
hugged
1
2
3
4
5
6
7
8
9
10
Week 5 – tense changes 1
in hissing or buzzing
sound
1
2
3
4
5
6
7
1
2
3
4
5
6
7
8
9
10
Week 3 – verb ends in y
rush
rushed
rushing
hisses
hissed
hissing
washes
1
2
3
4
5
6
7
blow
blew
grow
grew
throw
threw
know
carries
carried
carrying
cries
cried
crying
tries
tried
trying
married
Week 6 – tense changes 2
1
2
3
4
5
6
7
think
thought
buy
bought
take
took
catch
8
9
10
washed
washing
touched
8
9
10
knew
sing
sang
8
9
10
caught
hear
heard
Year 3 - 1st half term Spring Term
To know what happens to the spelling of nouns when –s is added
Week 1
1
2
3
4
5
6
7
8
9
10
Week 4
1
2
3
4
5
6
7
bush
bushes
glass
glasses
watch
watches
game
games
table
tables
Week 2
1
2
3
4
5
6
7
8
9
10
display
displays
cup
cups
pond
ponds
brush
Week 5
1
2
3
4
5
6
7
box
boxes
church
churches
fox
foxes
pen
pens
book
books
witch
witches
tune
tunes
baby
babies
fly
1
2
3
4
5
6
7
8
9
10
Week 3
rope
ropes
time
times
pocket
pockets
window
windows
key
keys
1
2
3
4
5
6
7
Week 6
berry
berries
jelly
jellies
puppy
puppies
day
8
9
10
brushes
dish
dishes
8
9
10
flies
boy
boys
8
9
10
days
school
schools
Year 3 – 2nd half term Spring Term
To understand how words change when suffixes are added
Week 7 -ly
1
2
3
4
5
6
7
8
9
10
Week 10 –able
1
2
3
4
5
6
7
kindly
friendly
weekly
homely
lonely
nearly
freely
clearly
poorly
dearly
Week 8 -ful
1
2
3
4
5
6
7
8
9
10
avoidable
bearable
enjoyable
drinkable
likeable
breakable
sinkable
Week 11 –er
1
2
3
4
5
6
7
wishful
hopeful
painful
forgetful
pitiful
hateful
joyful
helpful
awful
cheerful
farmer
villager
teenager
Londoner
baker
reader
teacher
1
2
3
4
5
6
7
8
9
10
Week 9 -less
hopeless
painless
useless
tuneless
fearless
breathless
thankless
careless
priceless
pointless
1
2
3
4
5
6
7
Week 12 -est
reddest
wettest
thinnest
smallest
fittest
saddest
maddest
8
9
10
table
cable
fable
8
9
10
closer
colder
later
8
9
10
flattest
biggest
hottest
Year 3 – 1st half term Summer Term
To embed the correct use and spelling of pronouns
Week 1
1
2
3
4
5
6
7
8
9
10
Week 4
1
2
3
4
5
6
7
I
me
mine
myself
you
your
yours
yourself
this
that
Week 2
1
2
3
4
5
6
7
8
9
10
anyone
everyone
no one
someone
none
anybody
everybody
Week 5
1
2
3
4
5
6
7
he
him
his
himself
she
her
hers
herself
these
those
anything
everything
nothing
something
each
another
wither
1
2
3
4
5
6
7
8
9
10
Week 3
its
itself
we
us
ours
ourselves
they
them
theirs
themselves
1
2
3
4
5
6
7
Week 6
all
who
whoever
which
whichever
whom
whomever
8
9
10
nobody
somebody
both
8
9
10
neither
many
few
8
9
10
whose
what
whatever
Year 3 – 2nd half term Summer Term
To develop knowledge of prefixes to generate new words from root words
Week 7 –De
1
2
3
4
5
6
7
8
9
10
Week 10 –Mis
1
2
3
4
5
6
7
demist
decode
decamp
defuse
defrost
deform
deflate
decrease
deactivate
derail
Week 8 –Re
1
2
3
4
5
6
7
8
9
10
misbehave
misplace
miscount
mistake
misfire
mishear
miscast
Week 11 -Un
1
2
3
4
5
6
7
rebuild
recycle
refill
research
return
revisit
rewrite
replace
reuse
recover
unable
unattached
unafraid
unaware
unclasp
unclean
unclip
1
2
3
4
5
6
7
8
9
10
Week 3 -Pre
predict
prepare
precaution
prepay
prefix
preview
precook
prewash
prearrange
preheat
1
2
3
4
5
6
7
Week 12 –Dis
dishonest
disobey
disagree
disbelieve
disqualify
dismount
disgrace
8
9
10
misfire
misguide
misuse
8
9
10
undone
unlimited
unlucky
8
9
10
discover
disappear
dismantle
Year 4 - 1st half term Autumn Term
To distinguish between the spelling and meaning of homophones
Week 1
1
2
3
4
5
6
7
8
9
10
Week 4
1
2
3
4
5
6
7
were
where
we’re
their
there
they’re
to
too
two
grate/great
thyme / time
beach/beech
tire / tyre
wait/weight
wail / whale
aren’t/aunt
Week 2
1
2
3
4
5
6
7
8
9
10
Week 5
1
2
3
4
5
6
7
new / knew
right / write
through / threw
here / hear
hole / whole
flour/ flower
see/ sea
be/ bee
are/ our
bare / bear
whine / wine
aisle / isle
muscle/mussel
throne / thrown
sweet / suite
steal / steel
prays/praise
1
2
3
4
5
6
7
8
9
10
Week 3
mail /male
key/ quay
ate/ eight
base/ bass
maid/ made
meat/ meet
road /rode
more / moor
pair/pear
rain / reign
1
2
3
4
5
6
7
Week 6
missed /mist
source/sauce
scene/seen
allowed / aloud
packed / pact
feat / feet
band / banned
8
9
10
way / weigh
weather / whether
which / witch
8
9
10
stake / steak
profit/prophet
side / sighed
8
9
10
find / fined
might / mite
cereal / serial
Year 4 – 2nd half term Autumn Term
To investigate, collect and classify spelling patterns related to the formation of plurals
Week 1 – f endings
1
2
3
4
5
6
7
8
9
10
Week 4
1
2
3
4
5
6
7
thief
thieves
leaf
leaves
half
halves
loaf
loaves
wolf
wolves
child
children
person
people
foot
feet
beach
Week 2 – f/fe endings
1
knife
2
knives
3
life
4
lives
5
wife
6
wives
7
scarf
8
scarves
9
shelf
10
shelves
Week 5
1
2
3
4
5
6
7
fly
flies
mummy
mummies
army
armies
berry
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
Week 3 – irregular plurals
goose
geese
man
men
mouse
mice
woman
women
tooth
teeth
Week 6
sandwich
sandwiches
fox
foxes
witch
witches
glass
8
9
10
beeches
watch
watchers
8
9
10
berries
city
cities
8
9
10
glasses
bush
bushes
Year 4 - 1st half term Spring Term
To investigate and learn to spell words with common letter strings
Week 1 –igh
1
2
3
4
5
6
7
8
9
10
Week 4 –en /ary
1
2
3
4
5
6
7
light
fight
night
right
bright
slight
fright
eight
weight
height
Week 2 –ough
1
2
3
4
5
6
7
8
9
10
lengthen
deepen
awoken
bitten
broken
January
February
Week 5 – ic
1
2
3
4
5
6
7
rough
enough
cough
though
though
throughout
through
tough
bought
nought
historic
supersonic
specific
horrific
metallic
angelic
epidemic
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
Week 3 –ear
beard
hearing
wearing
dreary
learned
fearful
nearest
search
early
earnest
Week 6 –ment
enjoyment
employment
ornament
document
management
environment
government
8
9
10
dictionary
library
necessary
8
9
10
organic
atomic
traffic
8
9
10
statement
movement
replacement
1
2
3
4
5
6
7
8
9
10
Week 3- ness
fairness
kindness
tidiness
silliness
nastiness
fitness
wickedness
coldness
happiness
prettiness
1
2
3
4
5
6
7
Week 6 ist
artist
baptist
checklist
chemist
dentist
florist
medallist
Year 4 – 2nd half term Spring Term
To understand how suffixes change the function of words
Week 1
1
2
3
4
5
6
7
8
9
10
Week 4 –al (1)
1
2
3
4
5
6
7
pollen / pollinate
medicine /medicate
educate/ education
create/ creation
pure / purify
beauty/beautify
apology/ apologise
stupid/ stupidity
logical
tropical
comical
magical
carnival
digital
gradual
Week 2 –able
1
comfort / comfortable
2
forgive /forgivable
3
enjoy / enjoyable
4
agree / agreeable
5
value / valuable
6
break / breakable
7
move /movable
8
change /changeable
9
10
Week 5 –al (2)
1
2
3
4
5
6
7
medical
personal
seasonal
exceptional
occasional
national
additional
8
9
10
electrical
appeal
usual
8
9
10
traditional
capital
vocal
8
9
10
motorist
tourist
journalist
Year 4 – 1st half term Summer Term
To understand the use of the apostrophe in contracted words
Week 1
1
2
3
4
5
6
7
8
9
10
Week 4 –
1
2
3
4
5
6
7
do not
don’t
cannot
can’t
is not
isn’t
does not
doesn’t
are not
aren’t
Week 2 –
1
2
3
4
5
6
7
8
9
10
Week 5 –
1
2
3
4
5
6
7
had not
hadn’t
have not
haven’t
could not
couldn’t
you are
you’re
they are
they’re
1
2
3
4
5
6
7
8
9
10
Week 3you will
you’ll
he will
he’ll
you have
you’ve
I’d
I’ve
I’ll
I’m
Week 6
1
2
3
4
5
6
7
8
9
10
8
9
10
8
9
10
Year 4 – 2nd half term Summer Term
To revise and investigate links between meaning and spelling when using affixes
Week 1 -dis
1
2
3
4
5
6
7
8
9
10
Week 4 –bi / tele
1
2
3
4
5
6
7
disability
disadvantage
disagree
disallow
disappear
disappoint
disconnect
discover
dislike
dismantle
bisect
bicycle
bifocals
biplane
telephone
telegraph
telescope
Week 2 – re / ling
1
2
3
4
5
6
7
8
9
10
replay
return
retry
retake
reaction
sapling
duckling
weakling
gosling
darling
Week 5 – trans / mini
1
transport
2
transfer
3
transparent
4
transplant
5
transmit
6
minibus
7
miniscule
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
Week 3 – auto / circ
autograph
autobiography
automatic
automobile
circumference
circus
circulate
circle
circular
circumstance
Week 6 – micro / ette
microscope
microchip
microfilm
microphone
microwave
kitchenette
cigarette
8
9
10
television
telephoto
telepathy
8
9
10
miniature
minimum
miniskirt
8
9
10
majorette
brunette
baguette
Year 5 – 1st half term Autumn Term
To spell unstressed vowels in polysyllabic words
Week 1 unstressed vowels
1
2
3
4
5
6
7
8
9
10
Week 4 –
unstressed vowels
1
2
3
4
5
Week 2 - unstressed vowels
abandoned
boundary
difference
library
family
vegetable
fattening
description
dictionary
easily
1
2
3
4
5
6
7
8
9
10
original
business
different
marvellous
primary
doctor
Janauary
hospital
generally
benefit
Week 5 – unstressed consonants
carpet
category
definite
memorable
general
1
2
3
4
5
Wednesday
environment
handbag
cupboard
champagne
Week 3 - unstressed vowels
1
2
3
4
5
6
7
8
9
10
familiar
stationary
deafening
miserable
frightening
geography
dandelion
similar
animal
poisonous
Week 6 – unstressed consonants
1
2
3
4
5
castle
doubt
know
wreck
gnarled
6
7
8
9
10
skeleton
medicine
factory
generous
jewellery
6
7
8
9
10
sign
February
government
handkerchief
raspberry
6
7
8
9
10
write
knuckle
wrinkle
wrap
kneel
Year 5 – 2nd half term Autumn Term
To spell words with common letter strings and different pronunciations
Week 1 – ight /ear
1
2
3
4
5
6
7
8
9
10
Week 4 – cian /
sion
1
2
3
4
right
fight
height
weight
light
search
year
wear
rear
tear
Week 2 – oo / ough
1
book
2
good
3
mood
4
pool
5
boot
6
enough
7
though
8
bought
9
thought
10
drought
1
2
3
4
5
6
7
8
9
10
Week 5 – tion
optician
magician
politician
electrician
1
2
3
4
Week 3 – ie /our
field
niece
grieve
thieves
tried
colour
neighbour
hour
flour
flavour
Week 6 – ssion
fiction
fraction
direction
attention
1
2
3
4
session
profession
discussion
mission
5
6
7
8
9
10
extension
confusion
explosion
confusion
collision
transfusion
5
6
7
8
9
10
proportion
nation
education
action
attraction
detention
5
6
7
8
9
10
possession
percussion
impression
permission
expression
compassion
Year 5 – 1st half term Spring Term
To explore the spelling patterns of consonants and to formulate rules
Week 1 – ci
1
2
3
4
5
6
7
8
9
10
Week 4 – cy
1
2
3
4
cinema
city
decimal
incident
circle
decide
incident
accident
circular
circuit
Week 2 – ce
1
2
3
4
5
6
7
8
9
10
cynic
bicycle
cyclist
cylinder
Week 5 – ca
1
2
3
4
ceiling
cereal
December
celebrate
celebrity
recent
centre
except
ceremony
receive
calendar
camera
cardigan
capital
1
2
3
4
5
6
7
8
9
10
Week 3 – ce
cell
cellar
certain
cement
centigrade
century
certificate
decent
celery
descend
1
2
3
4
Week 6- co
coat
cobweb
cough
column
5
6
7
8
9
10
mercy
fancy
cypress
agency
currency
mercy
5
6
7
8
9
10
cancel
Canada
cabbage
cables
camping
candle
5
6
7
8
9
10
coach
collection
coast
cobbles
coffee
collect
Year 5 – 2nd half term Spring Term
To explore less common prefixes and suffixes
Week 1 – in / ll
1
2
3
4
5
6
7
8
9
10
Week 4 –anti
1
2
3
4
inactive
indecent
incapable
inaccurate
inoperative
illegal
illiterate
illegible
illogical
illness
antidote
antibiotic
antifreeze
antiseptic
Week 2 – im /ir
1
immature
2
immobile
3
impossible
4
impatient
5
impolite
6
imbalance
7
irregular
8
irrational
9
irresponsible
10
irresistible
Week 5 –ad
1
2
3
4
adamant
adaptable
addition
adaptor
1
2
3
4
5
6
7
8
9
10
1
2
3
4
Week 3 non
non-stick
non-stop
nonsense
non-fiction
non-drip
non-breakable
nonexistent
non-identical
nonbeliever
non-swimmer
Week 6 –ap /al
apart
apologise
appear
applaud
5
6
7
8
9
10
anti-clockwise
antibody
anticipate
antiaircraft
antic
antique
5
6
7
8
9
10
addict
address
adjective
admire
adopt
advantage
5
6
7
8
9
10
appoint
although
alarm
alley
alliance
allow
Year 5 – 1st half term Summer Term
To investigate and learn spelling rules for adding suffixes to words ending in e, words ending in –y and words containing ie
Week 1 –
1
2
3
4
5
6
7
8
9
10
Week 4 –
1
2
3
4
happy / happiness
pretty / prettiness
lazy / laziness
windy / windiness
ready / readiness
heavy / heaviness
empty / emptiness
hungry / hungriness
happy / happily
pretty / prettily
lazy / lazily
windy / windily
Week 2 –
1
2
3
4
5
6
7
8
9
10
happy / happier
pretty / prettier
lazy / lazier
windy / windier
ready / readier
heavy / heavier
empty / emptier
hungry / hungrier
Week 5 –ous / ment
1
infectious
2
previous
3
obvious
4
marvellous
1
2
3
4
5
6
7
8
9
10
1
2
3
4
Week 3
happy / happiest
pretty / prettiest
lazy / laziest
windy / windiest
ready / readiest
heavy / heaviest
empty / emptiest
hungry / hungriest
Week 6 – ship / hood
fellowship
friendship
membership
championship
5
6
7
8
9
10
ready / readily
heavy / heavily
empty / emptily
hungry / hungrily
5
6
7
8
9
10
continuous
wondrous
development
equipment
document
excitement
5
6
7
8
9
10
dealership
childhood
neighbourhood
adulthood
livelihood
likelihood
Year 5 – 2nd half term Summer Term
To identify word roots, derivations and spelling patterns as a support for spelling
Week 1 –prim/mob
1
2
3
4
5
6
7
8
9
10
Week 4 – light /
cover
1
2
3
primary
primitive
primrose
mobile
automobile
mobility
Week 2 –electric /assist
1
electricity
2
electrical
3
4
5
6
assistance
7
assistant
8
9
10
1
2
3
4
5
6
7
8
9
10
Week 5 – joy / public
lightening
delighted
1
2
3
enjoy
enjoyment
Week 3 –prove /medic
approval
disapprove
medical
medicine
Week 6 –ology / auto
1
2
3
biology
geology
zoology
4
5
6
7
8
9
10
discover
discovery
uncover
4
5
6
7
8
9
10
publicity
publication
4
5
6
7
8
9
10
Year 6 – 1st half term Autumn Term
To embed the use of independent spelling strategies for spelling unfamiliar words
Week 1 – vowels
1
2
3
4
5
6
7
8
9
10
Week 4 – prefixes
1
2
3
weight
Week 2 – consonants
1
doubt
2
3
4
5
6
7
8
9
10
Week 5 –suffixes
1
magician
2
station
3
gorgeous
Week 3 – common letter patterns
1
mountain
2
certain
3
4
5
6
7
8
9
10
Week 6 – plurals
1
2
3
4
5
6
7
8
9
10
4
5
6
7
8
9
10
4
5
6
7
8
9
10
Year 6 – 2nd half term Autumn Term
Investigate the meaning and spelling of connectives
Week 1 –sequencing
1
2
3
4
5
6
7
8
9
10
Week 4 –
compare /contrast
1
2
Week 2 – examples / emphasise
afterwards
1
such as
meanwhile
2
in the case of
eventually
3
for example
since
4
as revealed by
while
5
for instance
finally
6
above all
firstly
7
especially
secondly
8
notably
thirdly
9
significantly
next
10
in particular
Week 3–further explain /add extra information
1
although
2
unless
3
except
4
yet
5
apart from
6
however
7
also
8
as well as
9
moreover
10
furthermore
Week 5 cause and effect / general
likewise
equally
1
2
because
therefore
Week 6 – general
1
2
nevertheless
besides
3
4
5
6
7
8
9
10
similarly
in the same way
whereas
instead of
alternatively
otherwise
on the other hand
unlike
3
4
5
6
7
8
9
10
thus
consequently
nonetheless
henceforward
whenever
notwithstanding
after
since
3
4
5
6
7
8
9
10
whatever
formerly
whoever
previously
months later
unfortunately
suddenly
ultimately
Year 6 – 1st half term Spring Term
To revise and extend work on spelling patterns for unstressed vowels and consonants in polysyllabic words
Week 1 –
1
2
3
4
5
6
7
8
9
10
Week 4 Sats 2003
1
2
animal
conference
centre
secretary
separate
reference
astronomy
margarine
Wednesday
miniature
perform
involved
Week 2 –
1
2
3
4
5
6
7
8
9
10
offering
company
interest
literature
prepare
history
medicine
secretary
predict
desperate
Week 5 Sats 2003
1
knowledge
2
realistic
1
2
3
4
5
6
7
8
9
10
1
2
Week 3
explanatory
disinterest
February
messenger
consonant
Saturday
stationary
definite
interested
memorable
Week 6 –Sats 2004
biggest
fighting
3
4
5
6
7
8
9
10
building
qualified
disguised
ensure
smoothly
thoroughly
planned
important
3
4
5
6
7
8
9
10
participate
tumble
challenging
escaping
special
effortless
together
rehearsed
3
4
5
6
7
8
9
10
stopped
festival
bodies
approximately
encourage
extremely
original
follow
Year 6 – 2nd half term Spring Term
To use what is known about prefixes and suffixes to transform words
Week 1 – Sats
2004
1
2
3
4
5
6
7
8
9
10
Week 4 Sats 2006
1
Week 2 – Sats 2005
raising
symbol
highly
throughout
wrestling
transformed
judged
accuracy
audience
colourful
head
1
2
3
4
5
6
7
8
9
10
Week 3 – Sats 2005
washing
before
healthy
disease
serious
material
process
essential
available
survive
Week 5 Sats 2006
1
surroundings
1
2
3
4
5
6
7
8
9
10
1
supply
release
surprising
advantage
properties
medicine
physical
varieties
remember
design
Week 6 –Sats 2008
people
2
3
4
5
6
7
8
9
10
attention
recent
additional
illuminate
probably
causing
directly
effectively
distraction
2
3
4
5
6
7
8
9
10
expecting
uncomfortable
difficult
texture
fascinating
friends
vary
natural
importantly
2
3
4
5
6
7
8
9
10
luxury
delicate
articles
discovered
exclusive
permission
ordinary
amazing
unusual
Year 6 – 1st half term Summer Term
To spell unfamiliar words by using what is known of spelling patterns and word families
Week 1 – Sats
2008
1
2
3
4
5
6
7
8
9
10
Week 4
Week 2 – Sats 2009
precious
currency
common
individuals
opportunity
during
despite
fibres
remains
responsible
1
2
3
4
5
6
7
8
9
10
Week 5 – ous
large
stunning
remarkable
collapsed
engulfed
descent
enormous
surrounded
protected
availability
Week 3 – Sats 2009
1
2
3
4
5
6
7
8
9
10
population
remain
various
scorching
several
traditionally
distinctive
carrying
unique
magical
Week 6 – ic
1
2
3
4
5
6
7
8
9
10
SATS WEEK
1
2
3
4
5
6
7
8
9
10
adventurous
carnivorous
dangerous
enormous
fabulous
generous
jealous
nervous
mischievous
poisonous
1
2
3
4
5
6
7
8
9
10
angelic
athletic
electric
energetic
epidemic
gigantic
horrific
specific
supersonic
volcanic
Year 6 – 2nd half term Summer Term
To revise and use word roots, prefixes and suffixes
Week 1 – ly
1
2
3
4
5
6
7
8
9
10
Week 4 –ing
accurately
consequently
dangerously
friendly
incorrectly
negatively
positively
sincerely
quietly
strangely
Week 2 – suffixes
1
ownership
2
friendship
3
dictatorship
4
partnership
5
membership
6
biology
7
geology
8
physiology
9
brotherhood
10
knighthood
Week 5 - d/ed
1
2
3
4
5
6
7
8
9
10
Week 3 prefixes
telegraph
telepathy
telephoto
television
teleport
autograph
autobiography
automatic
autopilot
autopsy
Week 6 –cei / sc
1
2
3
4
5
6
7
8
9
10
directing
explaining
knowing
laughing
photocopying
achieving
believing
deceiving
describing
receiving
1
2
3
4
5
6
7
8
9
10
applauded
calculated
coloured
endeavoured
exclaimed
exhibited
researched
telephoned
signed
flavoured
1
2
3
4
5
6
7
8
9
10
ceiling
conceit
deceive
perceive
receive
scenario
scenery
science
scissors
conceited