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Writing

 

KS1 Spelling

When children begin writing, spelling often follows phonic cues e.g. because will be spelled 'becoz' or people spelled 'peepl'.  Children learn the spelling of words as they read e.g. cat, frog, bake etc. and they learn to spelling through our phonic teaching programme. We begin to introduce the spelling of irregular high frequency words (common words that don't follow a simple phonic pattern) in Year 1. 

Below is the list of words that we aim for all children to be able to spell and apply in their independent writing.

Spellings - 1

the

go

to

into

I

no

 

Spellings - 2

he

she

we

me

be

was

 

Spellings - 3

you

they

all

are

my

her

 

Spellings - 4

said

have

like

so

do

some

 

Spellings - 5

come

were

there

little

one

when

 

Spellings - 6

out

what

with

oh

looked

their

Spellings - 7

Mr

Mrs

called

asked

people

because

 

Spellings – 8

once

water

where

who

again

though

 

Spellings - 9

through

friends

eyes

different

any

many

 

Spellings - 10

laughed

could

would

should

every

someone

 

Spellings - 11

thought

magic

more

everyone

these

school

 

Spellings - 12

our

I’ll

I’ve

animals

house

didn’t

Spellings - 13

yellow

blue

purple

brown

orange

white

 

Spellings - 14

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

 

Spellings - 15

January

February

August

September

October

November

December

 

Spellings - 16

We will have quiz on six random numbers between 0-20

 

Spellings - 17

it’s

we’re

there’s

don’t

didn’t

won’t

KS2 Spelling

In Year 3-6, spelling is primarily learned through the review of independent writing and the explicit teaching of spelling rules and patterns:

In class, children are taught the rules and patterns for their year group (you can download below). These aim to help children learn spelling rules and patterns which can be applied when trying to spell new or difficult words.

We believe that the pathway to becoming a successful speller is rooted in reading and the development of vocabulary. This is reflected in our reading, spelling and writing sessions, which place emphasis on defining and using new words in context. Once learned, children are encouraged to apply their spellings in all independent writing and teacher feedback encourages children to take increasing responsibility for correcting spellings themselves.

Our policy on the marking of spelling

Teacher professional judgement and knowledge of each child will always dictate the extent of spelling correction expected. However as a general guide, we expect children to correctly spell up to the point learned. Misspelt words are underlined and should be corrected by the child.

Punctuation and grammar

Punctuation and grammar are taught in the context of a writing lesson and reinforced in children's independent writing. e.g. inverted commas may be taught to demarcate speech and then children may write a short story involving a character talking directly

Below is an overview of what is generally covered in each year group.

  Year 1

Word

Regular plural noun suffixess or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun

Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper)

How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat]

Sentence

How words can combine to make sentences

Joining words and joining clauses using and

Text

Sequencing sentences to form short narratives

Punctuation

Separation of words with spaces

Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences

Capital letters for names and for the personal pronoun I

Terminology for pupils

letter, capital letter

word, singular, plural

sentence

punctuation, full stop, question mark, exclamation mark

Year 2

Word

Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman]

Formation of adjectives using suffixes such as –ful, –less

(A fuller list of suffixes can be found on page 57 in the year 2 spelling section in English Appendix 1)

Use of the suffixes –er, –est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs

Sentence

Subordination (using when, if, that, because) and co-ordination (using or, and, but)

Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon]

How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command

Text

Correct choice and consistent use of present tense and past tense throughout writing

Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting]

Punctuation

Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences

Commas to separate items in a list

Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name]

Terminology for pupils

noun, noun phrase

statement, question, exclamation, command

compound, suffix

adjective, adverb, verb

tense (past, present)

apostrophe, comma

Year 3

Word

Formation of nouns using a range of prefixes [for example super–, anti–, auto–]

Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]

Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]

Sentence

Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]

Text

Introduction to paragraphs as a way to group related material

Headings and sub-headings to aid presentation

Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play]

Punctuation

Introduction to inverted commas to punctuate direct speech

Terminology for pupils

preposition, conjunction

word family, prefix

clause, subordinate clause

direct speech

consonant, consonant letter vowel, vowel letter

inverted commas (or ‘speech marks’)

Year 4

Word

The grammatical difference between plural and possessive –s

Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done]

Sentence

Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)

Fronted adverbials [for example, Later that day, I heard the bad news.]

Text

Use of paragraphs to organise ideas around a theme

Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition

Punctuation

Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]

Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]

Use of commas after fronted adverbials

Terminology for pupils

determiner

pronoun, possessive pronoun

adverbial

Year 5

Word

Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]

Verb prefixes [for example, dis–, de–, mis–, over– and re–]

Sentence

Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must]

Text

Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]

Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before]

Punctuation

Brackets, dashes or commas to indicate parenthesis

Use of commas to clarify meaning or avoid ambiguity

Terminology for pupils

modal verb, relative pronoun

relative clause

parenthesis, bracket, dash

cohesion, ambiguity

Year 6

Word

The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go in – enter]

How words are related by meaning as synonyms and antonyms [for example, big, large, little].

Sentence

Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)].

The difference between structures typical of informal speech and structures appropriate for formal speech and writing [for example, the use of question tags: He’s your friend, isn’t he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech]

Text

Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis

Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]

Punctuation

Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It’s raining; I’m fed up]

Use of the colon to introduce a list and use of semi-colons within lists

Punctuation of bullet points to list information

How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]

Terminology for pupils

subject, object

active, passive

synonym, antonym

ellipsis, hyphen, colon, semi-colon, bullet points

 

 

Writing