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					    KS2
Phonics and
  spelling
    Page 1   Rosie Robinson Fairlight Primary School 2007
                                                       Phonics
     Children need to learn phonics in a fast, fun systematic way. In order to learn the skills of blending and segmenting and
to learn phoneme-grapheme correspondences, they should have worked through the six phonic phases in order. However,
we are at a transitional stage in phonics teaching and some children will not have had enough experience of phonics to be
entirely secure. Many children will need to revise and revisit aspects of phonics throughout Key Stage 2.
    If children in KS2 are still working at these phases, they will need to be given quality phonic intervention at the
appropriate phase (15 minutes per day).


                           Transition from Phonics to Spelling
When children reach PHASE 5 they learn about the long vowel phonemes and other phonemes that can be represented by a
range of graphemes. They encounter words where sounds could be made in a number of different ways. Choices have to be
made. These choices are not random. Generalisations can be made. Generalisation marks the end of phonics and the
beginning of spelling. PHASE 6 goes on to develop these generalisations and begin the process of using phonic skills and
knowledge to support spelling skills.


                                                       Spelling
Children will be taught different spelling rules and patterns. They will also be taught a range of strategies and techniques
for remembering spellings. This will continue throughout KS2.




                                                       Page 2                        Rosie Robinson Fairlight Primary School 2007
                            Things to remember when teaching phonics
The teaching of phonics will be:
                                                        Fast
                                                        Fun
                                                     Systematic

    Children should be assessed regularly to determine which phonic phase they are working at.

      The phonics phase that the whole class will work at is determined by:
          Identifying the phase at which each child is working
          Ordering the children by their phases
          Finding the child who is at the 60% mark (e.g. in a class of 30 this would be the child who is 18th from the
            bottom of the class)
          Looking to see which phase this child is working on.
All whole class teaching should be based at this level with directed questioning to differentiate both up and down.
   Teaching will include:
    Quality whole class teaching
    Small group work – differentiated as necessary.
    Opportunities for using and applying - in all areas of the curriculum.
    An environment that is rich in opportunities for using and applying phonics.


   If the 60% mark indicates that the whole class can be taught at PHASE 7 or beyond,
    then the whole class can work on the learning objectives in this programme. This
      programme includes lots of revision of the trickier aspects of phonics and helps
              children use these skills to support their spelling and reading.
                                                     Page 3                       Rosie Robinson Fairlight Primary School 2007
                                          How often should spelling be taught?
The Year 2 and 3 Spelling Programme model
   When children are ready to move onto spelling, it can be helpful to follow the lesson organisation outlined in Year 2 and
   Year 3 planning exemplification and spelling programme.

   Spelling is taught in 2 week blocks. Over these two weeks there will be 5 sessions in total. This will include longer
   sessions at the start of each week followed by additional 15 minute session(s) later in the week
   Year 2 and 3 may benefit from even more 15 minute whole class sessions during the week.

Week 1- Session 1 – Explore a Morphemic Convention                                 M
(spelling pattern or rule)




                                                                          Week 1
          Whole class teaching (15 mins)                                           T
          Independent work (20 mins)                                               W
          Plenary (10 mins)                                                        Th
   Week 1 – Session 2 - Practise Convention                                        F
    Whole class teaching or independent games/investigations                       M
   (15 mins)
                                                                                   T




                                                                          Week 2
   Week 2 – Session 3 – Explore ‘tricky bit’ of HFW or cross-                      W
                            curricular words                                       Th
        Whole class teaching (15 mins)
        Independent work (20 mins)                                                 F
        Plenary (10 mins)

   Week 2 – Session 4 – Practise HFW or cross curricular words
    Whole class teaching or independent games/investigations(15 mins)

   Week 2 – Session 5 – Practise and assess words learned
        Whole class teaching (15 mins) – Not a ‘spelling test’


   There are five units in each term which would take 10 weeks to cover. Since most terms are longer than this, there is
   time to assess and revisit tricky concepts.
                                                                 Page 4                      Rosie Robinson Fairlight Primary School 2007
                                                                  Applying
   It is essential that children are expected to apply (reading and writing) the words that they have learned in these spelling sessions at other
   times during the week. Opportunities for this should be planned in advance in a range of curriculum areas. This can be a challenge
   (especially when different children are working on different phonemes/words/spelling patterns). It takes planning time and creativity but it is
   vitally important. When attempting to spell words in their own writing children should be encouraged to follow the Route to Spelling

                                      Where has this programme come from?
This document aims to bring together learning objectives, subject knowledge and teaching ideas from a wide range of documents that provide
information in these areas. It aims to do this in the light of the Rose Report. It also aims to build in revision of phonics and integrate this within
the teaching of spelling at KS2. These documents contain much more information than can be included here. You will probably wish to refer to
them.

Letters and Sounds -
Spelling Bank
Year 2 and Year 3 Planning Exemplification and Spelling Programme
KS3 Literacy Progress Unit (Spelling)
KS3 Literacy Progress Unit (Phonics)
Year 3 Literacy Support Programme
The Rose Report
Core Position Paper
Primary Framework (Literacy)

Useful websites to support subject knowledge
http://www.bbc.co.uk/skillswise/
http://www.bbc.co.uk/schools/ks2bitesize/english/

There is a vast amount of spelling information on the internet. Just google to find things out. There are lots of EFL (English as a foreign
language) sites that give detailed information. There are also a lot of detailed American sites that support children practising for Spelling Bees.
These are useful but beware the difference between English and American spellings.

When searching for phonics information take great care. People have very different opinions of how phonics should be taught. Information in
phonics programmes, books, on the internet etc may not be in keeping with the recommendations of the Rose Report. If in doubt refer back to
Letters and Sounds.

                                                                 Page 5                             Rosie Robinson Fairlight Primary School 2007
                                              Planning


                 ASSESS REGULARLY
            What do your whole class need to be
            taught                                                         FIND HERE
            Use the 60% rule                                       Learning objectives
                                                                   Subject knowledge
                                                                   Basic teaching ideas

INTERVENTION
15 mins per day. Appropriate phase.           Planning
Any children who need it.                     thoughts
                                                                           DIFFERENTIATE
                                                                     Use assessments. Ideas here.
                                                                    Adjust further to suit your class
             APPLYING
 Plan opportunities in all curriculum
 areas (Reading and Writing)                           GET CREATIVE
                                            Make it fun. Adapt to your needs.




                                              Page 6                      Rosie Robinson Fairlight Primary School 2007
Year 3 Term 1
    Objectives            Subject knowledge/                   Ways to introduce                    Differentiation                 Consolidation                               Example Words
                             conventions                        and suggested                            ideas                      (Plenaries and
                                                                main activitities                                                      follow up
                                                                                                                                      sessions)
1 Phonics Revision       A verb with a short vowel sound       Ensure that children know the      Less able                      Ask children to devise chants,     Examples of verbs containing short vowel
  – effect of adding     needs to be doubled before ing or     difference between long and        Read word cards sort into      songs, actions etc to act as       phonemes; ending in two consonant
  ‘ing’ and ‘ed’ to      ed are added. E.g. hop becomes        short vowels. Look at a            those with long and short      mnemonics (e.g. Long vowel         phonemes: milk, milked, hand, handing,
  short vowel verbs      hopping. This doesn’t need to         selection of verbs and what        vowel sounds.                  sound, kick the e out of town
                                                                                                                                                                    handed, help, helping, helped.
  ending in single       happen if there are already two       happens when ing and ed are                                       – with kicking action)
  and multiple           consonants after the vowel e.g        added to them. Identify the        More able                      As a class, read texts             Ending in one phoneme represented by 2 or 3
  consonants.            jump.                                 four possible things that could    Investigate when you add s     containing examples of some        letters: fetch, fetching, fetched, wish, wishing,
                         A verb with a long vowel sound        happen to the verbs before         to the base words. Do any      of these words. KS3 Literacy       wished, miss, missing, missed, rock, rocking,
   Revision – effect     does not need the consonant to be     the endings are added              of the same rules that we      Progress Unit (Phonics)            rocked, long, longing, longed.
   of adding ‘ing’ and   doubled. However, if it contains a          1) Nothing                   identified for adding ing      p127, 131, 141. Discuss the        Ending in one consonant: fan, fanning, fanned,
   ‘ed’ to long vowel    split digraph, the final e needs to         2) Consonant doubled         and ed apply? Do any           effects of the different kinds     beg, begging, begged, fit, fitting, fitted, hop,
   verbs.                be removed.                                 3) e – removed               other rules apply? Feed        of words. Play whole class or      hopping, hopped, knot, knotting, knotted, rot,
                         If the verb ends with a y, the y            4) y changed to i            back in the plenary.           small group rehearsal games
                                                                                                                                                                    rotting, rotted, stop, stopping, stopped, hug,
   Spelling bank p4      should be changed to an i before                                                                        eg. Action replay.
   Year 2 and Year 3     the ending is added.                  Children given a list of verbs                                                                       hugging, hugged, hum, humming, hummed.
   planning                                                    sort into the above categories                                                                       Examples of verbs containing long vowel
   exemplification       When adding –ed to a verb it is       then discuss how they knew                                                                           phonemes: Chase, time, phone, prune, enjoy,
   and spelling          worth pointing out that this can be   which words fitted in which                                                                          disturb, jerk, growl, bark, squirt, shout, turn,
   programme p46         pronounced in three different ways    categories.                                                                                          yawn, share, snore, steer, haul, call.
   KS3 Literacy          /t/, /d/, or /i/d/ depending on the
   Progress Unit         base word.
   (Spelling) p38        This will help children when they
   KS3 Literacy          are blending or segmenting words
   Progress Unit         that end in –ed.
   (Phonics) p118
   Letters and           /t/ - clapped, washed.
   sounds Phase 6        /d/ - cleaned, loved
                         /i/d/ - needed, landed

   Identify tricky       Explain that entire words are not                                        Less able                      Mini whiteboard test. Praise       Typical words from Y1/Y2 list (select further
   bits of frequently    difficult spell. Words have simple    Recap conventions or                                              children who are clearly using     words from children’s independent writing):
   misspelt words        bits that they can work out easily    introduce them if they haven’t     Use same words as rest of      route to spelling – not just       their, they, running, very, wanted again, could,
                         and trickier bits.                    been covered before                class. Play snap where a       guessing.
   from the Y1/Y2                                                                                                                                                   having.
                                                               (phoneme spotter stories and       pair is two cards containing   Play Who wants to be a
   list. Practise                                              team sort)                         the same long vowel sound      millionaire to reinforce looking
   these words.                                                Train children to work through     but not necessarily the        at a word to see if it is right.
   Year 2 and Year                                             the Route to Spelling – see        same grapheme.
   3 planning                                                  powerpoint                                                        Look at some words and
   exemplification                                             1)Say the word                     More able                      identify the tricky bits. Why
   and spelling                                                2)Do I know how to spell it?       Children challenge one         are these bits tricky? What
   programme p46                                               3)Which bits can I already         another to spell words that    strategies can we use to help
   Letters and                                                 spell?                             they themselves find tricky.   us?
   sounds Phase 6                                              4)What is the tricky               Use dictionaries to check
                                                               phoneme?                           answers.
                                                               5)What do I know about the
                                                                                                 Page 7                                        Rosie Robinson Fairlight Primary School 2007
                                                                  tricky phoneme?
                                                                  6)What is my best guess?
                                                                  7)Does it look right?

                                                                  Give word cards with a
                                                                  selection of words for children
                                                                  to spell using route to
                                                                  spelling. In pairs children test
                                                                  one another. Turn into a
                                                                  game with points scored for
                                                                  correct spellings and
                                                                  deducted for spellings that
                                                                  are not valid graphemes.
2 Recall the most           /ae/                                                                      Less able                      Assess children. If children       Sweet, sheep, wheel, queen, feet, bee, leaf,
  common spellings          Most common overall a_e               Recap conventions or                                               are having difficulties spelling   bean, meat, teeth, peel, knee, eat, free, meet,
  of the long vowel         ai usually found in the middle of a   introduce them if they haven’t      Use same words as rest of      these phonemes then you            deep, week, beep, keep, cheap, sheet, speed,
  phonemes /ai/,            word.                                 been covered before                 class. Play snap where a       may well need to spend a
                                                                                                                                                                        sleep, cheek, street, tea, sea, seat, clean,
  /ee/, /ie/, /oe/, /ue/.   ay usually found at the end of a      (phoneme spotter stories and        pair is two cards containing   series of lessons
  Select the correct        word                                  team sort)                          the same long vowel sound      concentrating on each              dream, cream, east, neatm real, teach, speak,
  or ‘best guess’                                                 Train children to work through      but not necessarily the        phoneme. See KS3 Literacy          beach, I’m, high, light, night, might, right, write,
  spelling of these         /ee/ Best guesses                     the Route to Spelling – see         same grapheme.                 Progress Unit (Phonics) for        knight, tie, pie lie, kite, bite, line, bike, drive,
  long vowel                End of a word – y                     powerpoint                                                         ideas for teaching each of         mine, side, hide, quite, smile, wife, life, knife,
  phonemes.                 Middle of a word – ee or ea           1)Say the word                      More able                      these phonemes                     sky, cry, dry, try, fry, fly, find, kind, child, lime,
  KS3 Literacy                                                    2)Do I know how to spell it?        As for everyone else but                                          shine, chime, fine, so, know, show, told, sold,
  Progress Unit             /igh/ Best guesses                    3)Which bits can I already          include more polysyllabic                                         gold, most, goal, both, own, oat, coat, goat,
  (Phonics) p108            Middle of a word - i_e                spell?                              words.
                                                                                                                                                                        road, foam, soap, loaf, snow, grow, slow, joke,
                            Could also be igh – but this is       4)What is the tricky
   Letters and              usually followed by t.                phoneme?                                                                                              nose, rope, note, spoke, cone, throne, rode,
   sounds Phase 5                                                 5)What do I know about the                                                                            smoke, toe, post, rain, tail, sail, pain, wait,
                            End of a word - y                     tricky phoneme?                                                                                       brain, say, pray, tray, shade, bake, safe,
                            Less common possibilities - ie, igh   6)What is my best guess?                                                                              shake, snake, plate, shape, snail, whale,
                                                                  7)Does it look right?                                                                                 school, glue, flew, drew, chew, moon, soon,
                            /oe/                                                                                                                                        room, root, boot, shoot, cool, pool, tool, roof,
                            In the middle of a word – Best        Give word cards with a                                                                                spoon, broom, flute, chute, cube, tube, tooth,
                            guess = o_e                           selection of words for children
                                                                                                                                                                        two.
                            Other possibilities o or oa           to spell using route to
                            At the end of a word – Best guess     spelling. In pairs children test                                                                      Polysyllabic words
                            = ow                                  one another. Turn into a                                                                              Very, sixteen, fifteen, twenty, between,
                            Another possibility is ough           game with points scored for                                                                           windscreen, happy, funny, sunny, hurry, merry,
                                                                  correct spellings and                                                                                 jelly, sorry, silly, lucky, mummy, daddy, puppy,
                            At the beginning of a word – Best     deducted for spellings that                                                                           began, begin, seaweed, weekend, teapot,
                            guess = o or oa.                      are not valid graphemes.                                                                              treetop, peanut, relax, suddenly, nineteen,
                                                                                                                                                                        behind, inside, meanwhile, sunshine,
                            Some materials combine the /ue/
                                                                                                                                                                        lunchtime, bedtime, seaside, over, yellow,
                            sound and the /oo/ sound. Others
                            treat them separately.                                                                                                                      open, only, below, follow, borrow, pillow,
                            This is a tricky phoneme with lots                                                                                                          window, snowy, pony, hello, nobody, tiptoe,
                            of alternative graphemes.                                                                                                                   coldest, shadow, almost, also, only, paintin,
                            /ue/                                                                                                                                        waiting, raining, sailing, Sunday, Friday,
                            At the end of a word best guess is                                                                                                          crayon, paper, lady, baby, April, rainbow,
                            ew                                                                                                                                          captain, lemonade, bedroom, shampoo, igloo,
                            In the middle of a word u_e                                                                                                                 Easter, sooner, owner, toaster, painter, baker,
                            At the beginning of a word u
                                                                                                                                                                        later, deeper, weaker, cleaner, heater,

                                                                                                     Page 8                                        Rosie Robinson Fairlight Primary School 2007
                     /oo/                                                                                                                                        dreamer, kinder, lighter, writer.
                     At the end of the word – ue
                     In the middle of a word - oo
  Identify the       In many months the tricky part of      Say each month and ask              Less able:                     Recite the months in              January, February, March, April, May, June,
  ‘tricky’           the spelling is an unstressed          children to show with their         Practise reciting the          spellspeak.                       July, August, September,
  bit in each        vowel. E.g. in January the second      fingers how many phonemes           months in order                                                  October, November, December
                     a cannot be clearly heard. It is       there are. Ask what the             spellspeaking the words.       Play finish it – write most of
  month
                     impossible to hear how to spell        ‘tricky bit’ in each word is.       Given word cards order         the month and miss out the
  of the year and    unstressed vowels. One way to          Model writing the ‘easy bits’       them chronologically. Pick     tricky bit. Children identify
  practise           tackle this is to encourage children   of each word and model              a card. Read it out.           the tricky bit.
  Year 2 and Year    to ‘Spellspeak’ the words (say         thinking through what is            Challenge a partner to
  3 planning         them in a way that makes the           known about the tricky              spell it. Use the card to      Play who wants to be a
  exemplification    spelling clear e.g. Jan yoo a ree)     phoneme. Continue until all         check each letter. Swap        millionaire and ask children to
  and spelling                                              words are on the board.             roles.                         choose the correct one from
  programme p46                                             Discuss which are the                                              four spellings e.g. Januery,
                                                            hardest words to spell and          More able:                     Jannuary, January, Januairy.
                                                            what could be useful                Use a dictionary to look up
  Letters and
                                                            strategies.                         other words that begin with
  sounds Phase 6
                                                            Create a poster showing             sept, oct, nov, dec.
                                                            each of the months with ways        Record lists of these
                                                            to remember them. E.g. use          words and their meanings.
                                                            colours to highlight tricky bits    Investigate what these
                                                            or common letter strings.           prefixes may mean.
                                                            Draw pictures or symbols that
                                                            may help. Handwrite words
                                                            carefully to emphasise
                                                            shapes. Record helpful
                                                            mnemonics.




3 Revise ‘W’         The phoneme /w/ has two                Say the words wasp, wheel           Less able:                     Play whole class                  want, wanted, wand, wander, wasp,
  special,           common graphemes                       and queen. Ask children to          Stick to high frequency and    consolidation games e.g. who      waspish, watch, watching, wash, washing,
  in multisyllabic                                          segment each word and               other common words.            wants to be a millionaire.        was, wasn’t, wallet, whatever, watchstrap,
                     W (wasp), wh (wheel)                   show how many phonemes              Want, what, when, why,
  words                                                                                                                                                          washstand, swamp, swamping, swap,
                                                            they each have                      where, was, with, one, will,   Identify places in books
  Year 2 and Year    Graphemes that are more rare           Wasp (4), wheel (3) queen           were, down, went. Do look      where high frequency words        swapping, swallow, squander, squashing,
  3 planning         (q)u can as in queen                   (4) Ask what phoneme these          say cover write check.         containing /w/ have been          squabble, squadron, quarrel, quantity
  exemplification    u as in penguin                        words have in common /w/                                           spelt correctly.                  worship, working, worldly, woodworm,
  and spelling       o_e as in one.                         Record these different              More able: Given /w/o/,                                          worsening, worthless, homework, framework
  programme p47                                             graphemes.                          /w/ir/, /w/or/ words, play                                       Words with /w/or/ phonemes: warfare, warmer,
                     Vowel phonemes following a /w/                                             team sort and identify                                           wardrobe, warthog,
                     sound can be spelt in unusual          Given word cards play a             spelling conventions.                                            warning
                     ways                                   sorting game e.g. Team sort.

                     e.g. /w/o/ is often spelt wa (watch)
                     /w/ir/ is often spelt wor (world)
                     /w/or/ is often spelt warning.
  Cross-curricular                                          Train children to work through      Less able:                     Play whole class and              Examples of cross curricular words
  words                                                     the Route to Spelling – see         Using the same words as        independent consolidation
                                                            powerpoint                          everyone else play             games.
                                                            1)Say the word                      blending and segmenting
                                                            2)Do I know how to spell it?        games. Explore the fact        Write sensible sentences
                                                                                               Page 9                                        Rosie Robinson Fairlight Primary School 2007
                                                          3)Which bits can I already       that some graphemes can        containing as many of the
                                                          spell?                           be pronounced in more          learned words as possible.
                                                          4)What is the tricky             than one way and develop       Who can get the highest
                                                          phoneme?                         strategies for dealing with    score without losing sense?
                                                          5)What do I know about the       this.
                                                          tricky phoneme?
                                                          6)What is my best guess?         More able:
                                                          7)Does it look right?            Ask the group to hoose ten
                                                                                           cross curricular words that
                                                          Play consolidation games         they find tricky. Write them
                                                                                           onto word cards and play
                                                                                           consolidation games.
4 Phonics phase      Antonym prefixes change the          Look at a selection of base      Less able:                     Play whole class              Examples of words with prefixes un- and dis-
  revision of        meaning to the opposite.             words on the board. Try          Unpaid, unsafe, unseen,        consolidation games.          containing long vowel
  multisyllabic                                           adding un- and dis- in           unclean, untied, unlike,                                     phonemes: unpaid, unsafe, unseen, unclean,
                     un- means not                        different colours. Which         undo, unglue, unhurt,          Given a base word children
  words                                                                                                                                                 untied, unlike, undo,
                                                          become real words?               unfair. Play blending and      show un- or dis- on
  containing         dis- shows a reversal in action or                                    segmenting games e.g.          whiteboards to show which     unglue, unused, unworn, unknown, unharmed,
  prefixes (‘un’     state.                               Give children a selection of     phoneme fingers,               prefix can be added to that   unbound, unhurt, unfair, unlearn, unable,
  and                                                     base word cards and play         countdown.                     baseword to make a real       unfriendly, untie, unfold, unimportant,
  ‘dis’)                                                  Prefix match.                                                   word.                         unforgettable, uncertain, unearth, unheard,
  Investigate                                             Write each of the prefixes on    More able:                                                   unforgiving, unsure, unclear, unlawful
  meaning of                                              a whiteboard as header           Use dictionaries to find                                     disagree, dislike, disapprove, disown,
  prefixes by                                             columns. Sort the base           more words that begin with                                   disappoint, disturb, disappear, disable,
                                                          words into the correct piles.    un- and dis-. Create a list
  looking                                                                                                                                               disgrace, disintegrate, dislike, displease,
                                                                                           of interesting words to try
  at antonyms                                                                              to use in independent                                        disallow, disorder, disarm
  Spelling bank                                                                            writing this week.                                           paid/unpaid
  pp.6, 7
  Year 2 and Year
  3 planning
  exemplification
  and spelling
  programme p47
  KS3 Literacy
  Progress Unit
  (Spelling) p46
  Revise past and                                         Train children to work through   Less able:                     Play whole class and          Examples of irregular verbs from the high
  present tense of                                        the Route to Spelling – see      Using the same words as        independent consolidation     frequency word list:
  irregular verbs                                         powerpoint                       everyone else play             games.                        be/being/been; come/came; do/doing/did;
                                                          1)Say the word                   blending and segmenting
  from                                                                                                                                                  have/having/had;
                                                          2)Do I know how to spell it?     games. Explore the fact        Write sensible sentences
  Y1/2 list                                               3)Which bits can I already       that some graphemes can        containing as many of the     make/made; run/ran; take/taking/took;
  Year 2 and Year                                         spell?                           be pronounced in more          learned words as possible.    go/went; is/was; are/were;
  3 planning                                              4)What is the tricky             than one way and develop       Who can get the highest       put/putting/put
  exemplification                                         phoneme?                         strategies for dealing with    score without losing sense?
  and spelling                                            5)What do I know about the       this.
  programme p47                                           tricky phoneme?
  Letters and                                             6)What is my best guess?         More able:
  sounds Phase 6                                          7)Does it look right?            Ask the group to hoose ten
                                                                                           cross curricular words that
                                                          Play consolidation games         they find tricky. Write them
                                                                                           onto word cards and play

                                                                                        Page 10                                        Rosie Robinson Fairlight Primary School 2007
                                                                                            consolidation games.
5 Phonics phases     re- means back or again              Look at a selection of base       Less able:                     Play whole class                 Examples of words with prefixes re-, de- and
  revision of                                             words on the board. Try           Remove, reheat, depart,        consolidation games.             pre- containing long
  multisyllabic      pre – means before                   adding re-, pre- and de- in       delight, preview, prepare                                       vowel phonemes: deflate, decrease, de-ice,
                                                          different colours. Which          Play blending and              Given a base word children
  words.                                                                                                                                                    decompose, decode, deform, depart, defuse,
                     de – means to do the opposite or     become real words?                segmenting games.              show un- or dis- on
  Generate new       take away from.                                                                                       whiteboards to show which        defrost, defraud, design, devote, prepaid,
  words from root                                         Discuss what each of these        More able:                     prefix can be added to that      prepare, preface, preview, pre-soak, pre-
  words by adding    When some words have their           prefixes may mean. Look at        Use dictionaries to find       baseword to make a real          tuned, premature, precooked, repaid, retain,
  prefixes           prefixes removed the word that is    some unfamiliar words with        more words that begin with     word.                            replay, replace, reheel, reread, reheat,
  Prefixes ‘re’,     left does not make sense on its      these suffixes. Can the           re-, pre-, de- Create a list                                    review, rewrite, reload, remove, refuel, reuse,
  ‘pre’, ‘de’        own.                                 children figure out what the      of interesting words to try                                     reboot, reform, reborn, restart, rejoin, return,
  Spelling                                                word may mean?                    to use in independent                                           redrawn, precooked, uncooked
                     These prefixes can be simply                                           writing this week.
  bankpp.6, 7
                     added to the base word.              Given an assortment of
  Year 2 and Year                                         words with these suffixes play
  3 planning                                              consolidation games.
  exemplification
  and spelling
  programme p47

  Cross curricular                                        Train children to work through    Less able:                     Play whole class and             Examples of cross-curricular words: e.g.
  words e.g.                                              the Route to Spelling – see       Using the same words as        independent consolidation        synonyms for ‘said’: asked,
  synonyms                                                powerpoint                        everyone else play             games.                           replied, shouted, whispered, screamed,
                                                          1)Say the word                    blending and segmenting
                                                                                                                                                            mumbled, called, cried, gasped
                                                          2)Do I know how to spell it?      games. Explore the fact        Write sensible sentences
                                                          3)Which bits can I already        that some graphemes can        containing as many of the        synonyms for ‘nice’: kind, helpful, pleasant,
                                                          spell?                            be pronounced in more          learned words as possible.       lovely, beautiful, fantastic, wonderful, fabulous
                                                          4)What is the tricky              than one way and develop       Who can get the highest          synonyms for ‘old’: decrepit, ancient, worn,
                                                          phoneme?                          strategies for dealing with    score without losing sense?      stale, aged
                                                          5)What do I know about the        this.
                                                          tricky phoneme?
                                                          6)What is my best guess?          More able:
                                                          7)Does it look right?             Ask the group to hoose ten
                                                                                            cross curricular words that
                                                          Play consolidation games          they find tricky. Write them
                                                                                            onto word cards and play
                                                                                            consolidation games.



Year 3 Term 2
   Objectives         Subject knowledge/                  Ways to introduce                   Differentiation                 Consolidation                             Example Words
                         conventions                       and suggested                           ideas                      (Plenaries and
                                                           main activitities                                                     follow up
                                                                                                                                sessions)
1 Investigate the    Words ending in an /l/ sound         Look at a selection of words      Encourage children to work     Devise an action that            Examples of multisyllabic words ending in ’le’
  spelling pattern   commonly have the spelling le.       and identify three categories     in mixed ability pairs to      indicates doubling. Say          with:
  ‘le’ in                                                 for words ending in le            scaffold reading and           words ending in /l/ ask          short vowel with one phoneme represented by
                     The consonant(s) that come just                                        finding teams.                 children to indicate whether a
  multisyllabic                                                                                                                                             a double letter: little,
                     before the le can prove a bit more   Short vowel and two different                                    consonant needs to be
  words with short                                                                                                                                          middle, muddle, bottle, apple, kettle, puddle,
                                                                                          Page 11                                       Rosie Robinson Fairlight Primary School 2007
vowels and long      tricky.                                    consonants before le                                           doubled or not                   wriggle, wobble, nettle,
vowels                                                          Short vowel and double                                                                          cuddle, bubble, sizzle
Spelling bank        To work out how to spell these             consonant before le                                            Play consolidation games.        short vowel with two phonemes/two letters:
                     words you need to listen to the            Long vowel and one
p.5                                                                                                                                                             scramble, simple,
                     vowel in the middle of the word.           consonant before le
Year 2 and Year                                                                                                                                                 candle, uncle, handle, grumble, crumple
3 planning           A long vowel – will be followed by         Give category cards to three                                                                    long vowel: cradle, people, table, poodle,
exemplification      a consonant + le e.g. beetle,              children (team captains).                                                                       needle, circle
and spelling         poodle                                     Give other children word
programme p46                                                   kinds. Ask children to find
                     A short vowel                              their teams. Encourage
                     If the short vowel is followed by          captains to check team
                     one consonant sound this will be           members cards. After a few
                     shown by doubling the consonant            minutes stop and add up
                     + le e.g. bottle, kettle                   scores. 2 points for each
                                                                correct card in a team.
                     If the short vowel is followed by
                     two consonant sounds there is no           Shuffle cards, give them out
                     need to double it is simply                again and repeat.
                     consonant + consonant + le e.g.
                     candle, simple.

                     Alternative spellings
                     Il (pencil), al (animal), el (label), ol
                     (symbol)


Explore silent       Silent letters are referred to as          Look at knife, whale, thumb,     Less able:                    Play consolidation games.        Examples of high frequency words with silent
letters              unsounded consonants in Letters            write. Underline the             Use the same cards as                                          letters: knife, knee, knit,
as the tricky bits   and Sounds.                                unsounded consonant.             everyone else play a pairs    Read out four words (3           knock, knight, knuckle, knob, knot, kneel,
                                                                Model spellspeaking these        game e.g. pelmansim or        without unsounded
in                                                                                                                                                              know, gnash, gnat, gnu,
                     In a lot of cases we have                  words.                           snap.                         consonants and 1 with)
words                unsounded consonants in words                                                                             Children write the word with     gnomes, gnarled, gnaw, thumb, lamb, dumb,
Spelling bank        because spoken English has                 Sort words into groups with      More able:                    the unsounded consonant on       crumb, write, wreck,
p.11                 changed more quickly than written          the same silent letters.         Sort words into groups with   their whiteboards.               wrist, wrong, wrapper, sword, answer
KS3 Literacy         English. In the past many of these                                          the same letters. Identify
Progress Unit        words would have been                      Model using Look, say, cover,    conventions.                  Play ‘Silent Invaders’ game
(Spelling) p112      pronounced as they are written.            write, check to learn these                                    http://www.bbc.co.uk/skillswis
                                                                words (Y3LS version)                                           e/words/spelling/soundandsp
                     Unsounded b often occurs after m                                                                          ell/silentletters/game.shtml
                     or before t                                Remind children that for the
                     Unsounded k and g occur before             say part they should
                     n                                          spellspeak these words.
                     Unsounded l follows vowels
                     Unsounded w ofter precedes r.

                     Spellspeaking is a useful strategy
                     for learning these words.

                     Unsounded consonants can also
                     be thought of as working together
                     with another letter as a digraph. So
                     kn, mb, wr all make one sound just
                     as th does.
                                                                                               Page 12                                      Rosie Robinson Fairlight Primary School 2007
2 Effect of adding   A suffix beginning with a vowel is   Introduce the terms              Less able:                      Play consolidation games       Examples of words containing short vowel
  ‘er’ and           known as a vowel suffix.             comparative and superlative      Use the same word cards                                        (final consonant doubles):
  ‘est’ to                                                                                 and play blending and           Share adjectives that can’t    sad/sadder/saddest, flat/flatter/flattest,
                     A word containing a short vowel      Look at sad. Experiment with     segmenting games. (see          just have –er and –est added
  adjectives                                                                                                                                              mad/madder/maddest
                     sound will need to have the final    adding er and est                Letters and sounds)             to them.
  containing short   consonant doubled (unless there                                                                                                      big/bigger/biggest, hottest, thinner, fattest,
  vowels creating    are already two different            Look at rich. Experiment with    More able:                                                     thick, smug, rich, fast, etc.
  multisyllabic      consonants)                          adding er and est                Point out that some
  words                                                                                    adjectives e.g. good,
  Effect of adding   A word containing a long vowel       Look at happy. Experiment        beautiful, interesting can’t
  ‘er’,              sound can usually just have the      with adding er and est           have –er and –est added.
  ‘est’, to          suffix added.                                                         Investigate, try to find more
                                                          Identify the conventions for     examples and explore how
  adjectives
                     A word ending in e will need to      adding –er and –est to words     you can use these words
  containing long    have the e removed before adding     with short vowel phonemes        as comparatives and
  vowels creating    the suffix.                                                           superlatives.
  multisyllabic                                           Experiment with adding –er       (e.g. good, better, best
  words              A word ending with y will need to    and –est to words.               Beautiful, more beautiful,
  Investigate        have the y changed into an i                                          most beautiful
  spelling           before adding the suffix             Play consolidation games         Interesting, more
  patterns and                                                                             interesting, most
                     -er turns an adjective into a                                         interesting)
  generalise rules
                     comparative adjective
  Investigate
  spelling           -est turns an adjective into a
  patterns and       superlative adjective.
  generalise rules
  Spelling bank
  pp.8, 9
  Year 2 and Year
  3 planning
  exemplification
  and spelling
  programme p48
  Letters and
  sounds Phase 6

  HF cross-                                               Train children to work through   Less able:                      Play whole class and           Examples of cross curricular words
  curricular                                              the Route to Spelling – see      Using the same words as         independent consolidation
  words,                                                  powerpoint                       everyone else play              games.
                                                          1)Say the word                   blending and segmenting
                                                          2)Do I know how to spell it?     games. Explore the fact         Write sensible sentences
                                                          3)Which bits can I already       that some graphemes can         containing as many of the
                                                          spell?                           be pronounced in more           learned words as possible.
                                                          4)What is the tricky             than one way and develop        Who can get the highest
                                                          phoneme?                         strategies for dealing with     score without losing sense?
                                                          5)What do I know about the       this.
                                                          tricky phoneme?
                                                          6)What is my best guess?         More able:
                                                          7)Does it look right?            Ask the group to hoose ten
                                                                                           cross curricular words that
                                                          Play consolidation games         they find tricky. Write them
                                                                                           onto word cards and play
                                                                                        Page 13                                        Rosie Robinson Fairlight Primary School 2007
                                                                                                  consolidation games.
3 Phonic phases           Most words - add s                     Look at words e.g. sail,         Less able:                      More able group share the         Examples of nouns containing long vowel
  revision of             Words ending in hissing, shushing      beach, party, wife.              Given base word cards.          irregular plural words that       phonemes: sail/sails,
  multisyllabic           or buzzing sounds – add es                                              Play blending and               they have been investigating.     brain/brains, day/days, age/ages, goal/goals,
                          Words ending in –f or –fe change       Discuss how to make these        segmenting games.
  words: singular                                                                                                                                                   plate/plates,
                          to -ves                                plural.                          Support children to listen to   Play consolidation games.
  and plural nouns        There are exceptions to these          Identify conventions             the final phoneme in each                                         bone/bones, shoe/shoes, owl/owls, coin/coins,
  Investigate basic       rules                                                                   word and listen out for /f/     Show a text containing lots of    light/lights,
  rules for spelling      Words ending in y have the y           Given a selection of singular    phonemes and also               plurals with some deliberate      beach/beaches, church/churches, leaf/leaves,
  nouns when ‘s’          changed into an i before adding        word cards. Children sort        hissing, buzzing and            mistakes. Children identify       life/lives, loaf/loaves,
  is added                es.                                    them into three groups           shushing sounds.                mistakes.                         fly/flies, party/parties, army/armies,
  Spelling                E.g. mice, lice, fish, chiefs, roofs   depending on which                                                                                 baby/babies
  bankp.10                                                       convention would apply when      More able:                      Play ‘The Plural Girls Game’
                          Also words that end in double f        making the word plural.          Explore what happens to         http://www.funbrain.com/cgi-
  Year 2 and Year
                          e.g. cliffs and cuffs.                                                  the words cuff, cliff, whiff,   bin/plur.cgi?A1=s&A2=1
  3 planning                                                     Children choose a word card      monkey, key, tray, trolley,
  exemplification                                                and write a sentence using                                       Play the ‘Plural Rules Gnome
  and spelling                                                   the singular word and another                                    Game’
  programme p49                                                  one using the plural word.                                       http://www.bbc.co.uk/skillswis
  KS3 Literacy                                                                                                                    e/words/spelling/plurals/plural
  Progress Unit                                                                                                                   rules/game.shtml
  (Spelling) p2
  Letters and
  sounds Phase 6
  High frequency                                                 Train children to work through   Less able:                      Play whole class and              Examples of irregular and regular plurals from
  regular and                                                    the Route to Spelling – see      Using the same words as         independent consolidation         high frequency word
  irregular plurals                                              powerpoint                       everyone else play              games.                            list: houses, days, schools, homes, bears,
                                                                 1)Say the word                   blending and segmenting
  Year 2 and Year                                                                                                                                                   cats, things, dogs, trees, foxes, doors, boys,
                                                                 2)Do I know how to spell it?     games. Explore the fact         Write sensible sentences
  3 planning                                                     3)Which bits can I already       that some graphemes can         containing as many of the         animals, babies, fish, beds, narrators, cars,
  exemplification                                                spell?                           be pronounced in more           learned words as possible.        heads, kings, gardens, rooms, clothes, keys,
  and spelling                                                   4)What is the tricky             than one way and develop        Who can get the highest           places, mothers, boats, windows, mornings,
  programme p49                                                  phoneme?                         strategies for dealing with     score without losing sense?       queens, books, girls, friends, eyes, eggs,
                                                                 5)What do I know about the       this.                                                             parks, birds, ducks, horses, rabbits, rivers,
                                                                 tricky phoneme?                                                                                    giants, plants, dragons, flies, towns, men,
                                                                 6)What is my best guess?         More able:                                                        women, people , children, sheep, teeth, feet,
                                                                 7)Does it look right?            Ask the group to hoose ten
                                                                                                                                                                    mice, geese
                                                                                                  cross curricular words that
                                                                 Play consolidation games         they find tricky. Write them
                                                                                                  onto word cards and play
                                                                                                  consolidation games.
4 Phonics revision        Consonant suffixes (suffixes           Make sure that children know     Less able: Work with base       Write a word on the               Examples of words containing long vowel
  Investigate             beginning with consonants) can         the terms: vowel, consonant,     words. Play blending and        whiteboard ask children to        phonemes with suffixes
  spelling patterns       usually be added to a base word        base word, suffix.               segmenting games e.g.           show on their mini                -ful, -ly and -less: faithful, painful/-less,
                          without altering the base word at      Recap the four facts you         phoneme frame, finish it,       whiteboards any consonant
  and                                                                                                                                                               shameful, hateful, careful/
                          all, except for words ending in        need to know about suffixes      countdown.                      suffixes that could be added.
  meanings of             consonant+y, where the y has to              a) what they mean                                                                            -less, speechless, cheerful, freely, nearly,
  suffixes                change to an i.                              b) what they do            More able: Given suffix         Given a word with a suffix,       peaceful, delightful, likely,
  Suffixes ‘ly’, ‘ful’,                                                c) how to spell them       match cards. Carry out an       children write a sentence on      hopeful/-less, homely, lonely, surely, useful/-
  ‘less’                  Stress to the children that the              d) how to add them         investigation. Can you          their mini whiteboards. Mark      less, tuneful/-less,
  Spelling bank           suffix ful is NOT full                                                  apply more than one suffix      each letter.                      forgetful, joyful, sorrowful, avoidable, proudly,
  pp.13, 14                                                      Experiment with adding           to the same word at the                                           personally, hurtful,
  Year 2 and Year         -less means without                    consonant suffixes to base       same time? E.g. Beauty +        Recap rule for adding             fearless, beautiful, (doubtful – silent letter)
                                                                                              Page 14                                          Rosie Robinson Fairlight Primary School 2007
  3 planning                                                 words. Establish conventions      ful + ly. Can you explain      consonant suffixes to base
  exemplification    -ful means full of                      for adding consonant suffixes     why you can add –ly to         words ending in y.
  and spelling                                               (see left)                        some words but not
                     -ly adds the meaning ‘like’ to the                                        others?
  programme p49
                     base word. Early spellings of this      Play suffix match.
  KS3 Literacy       suffix were variations on like. Over
  Progress Unit      the years this has been shortened
  (Spelling) p56     to ly.
  Letters and
  sounds Phase 6     -ly often changes base words into
                     adverbs. It can also change them
                     into adjectives e.g. costly.
  Cross-curricular                                           Train children to work through    Less able:                     Play whole class and             Examples of cross curricular words
  words,                                                     the Route to Spelling – see       Using the same words as        independent consolidation
                                                             powerpoint                        everyone else play             games.
                                                             1)Say the word                    blending and segmenting
                                                             2)Do I know how to spell it?      games. Explore the fact        Write sensible sentences
                                                             3)Which bits can I already        that some graphemes can        containing as many of the
                                                             spell?                            be pronounced in more          learned words as possible.
                                                             4)What is the tricky              than one way and develop       Who can get the highest
                                                             phoneme?                          strategies for dealing with    score without losing sense?
                                                             5)What do I know about the        this.
                                                             tricky phoneme?
                                                             6)What is my best guess?          More able:
                                                             7)Does it look right?             Ask the group to hoose ten
                                                                                               cross curricular words that
                                                             Play consolidation games          they find tricky. Write them
                                                                                               onto word cards and play
                                                                                               consolidation games.
5 Phonic phases      General rules for adding suffixes       Model experimenting adding        Less able:                     Play consolidation games         Experiment with adding the suffixes –ing, -ed, -
  revision. Use      If a base word ends in an e which       suffixes to base words.           Play blending and                                               ful, -ly, -est, -er. –ment, -ness, -en to these
  root words and     is part of a split digraph – drop the                                     segmenting games with          Add suffixes to base words to    words
                     e before adding a vowel suffix (but     Identify categories of action     some of the base words         create both real and fictional
  suffixes to
                     not a consonant suffix).                to be carried out before          (see Letters and sounds)       words e.g rudement, slimly.
  create new                                                 adding a suffix                                                  Children decide whether          Spite, rude, white, bite, lame, safe, amuse,
  words.             If a base word ends in consonant                                          More able:                     these words are true or false    rise, time, use, merry, employ, play, enjoy,
  Spelling bank      + y – change the y to an I before       Do nothing                        Work in mixed ability pairs                                     silly, funny, obey, sunny, happy, stay, bad,
  pp.13, 14          adding any suffixes (except those       Drop the e                        to scaffold.                   Put words into sentence on       flap, send, slim, fan, sad, put, flat, bat, dark
  Year 2 and Year    suffixes which begin with i since ii    Change the y to an i                                             mini whiteboards. Mark each
  3 planning         isn’t allowed in English except I       Double the consonant                                             letter.
  exemplification    taxiing and skiing. e.g. babyish)       Not sure
  and spelling
                     If a base word ends in a short          Use these as column headers
  programme p49      vowel + a single consonant letter –
  KS3 Literacy       double the consonant before             Ask children to take a base
  Progress Unit      adding a vowel sufix                    word card and a suffix card.
  (Spelling) p120                                            Write the resulting word into
  Letters and                                                the correct column.
  sounds Phase 6
  Revise Y1/Y2       There are two distinct types of                                           Less able:                     Play Beat the clock and as a     Examples of high frequency words with
  words and          apostrophes.                            Model the use of apostrophes      Given word cards with          whole class. Address             apostrophes:
  elided forms of    Apostrophes of possession to            for contraction by writing        words with their expanded      misconceptions.                  Pronouns and verbs: I’m, I’ve, I’d, I’ll, she’s,
                     show that something belongs to          each letter of do not on          forms and also in their
  pronouns                                                                                                                                                     he’s, it’s, there’s
                     someone. E.g. The chair’s leg.          separate squares of paper         contracted forms eg. Do        Given a word with an
                                                                                             Page 15                                       Rosie Robinson Fairlight Primary School 2007
  and verbs and                                             and stick them onto the            not and don’t. Play pairing        apostrophe children write        Verbs/negative form: do/don’t, did/didn’t,
  negative verbs.     Apostrophes of contraction (or        board. Model shuffling the         games e.g. pelmanism or            sentences on their mini          can/can’t, is/isn’t, will/-
  Investigate the     elision) where words are (usually)    words together then remove         snap.                              whiteboards.                     won’t, does/doesn’t, are/aren’t, have/haven’t,
                      squashed together into one word       the second o, scrumple it up
  use                                                                                                                                                              must/mustn’t
                      and some letters are removed.         and form it into an                More able:                         Given sentences with correct
  of the                                                    apostrophe shape. Stick it         Play ‘Beat the clock’ (Fast        and incorrectly used
  apostrophe by       This learning intention is only       back onto the board in the         speed)                             apostrophes. Mark and
  matching the full   concerned with the latter.            space that the o has left.         http://www.bbc.co.uk/skills        correct them.
  and elided forms                                          Stress that the apostrophe         wise/words/grammar/punct
  of words                                                  goes where the letters have        uation/apostrophes/game.s
  KS3 Literacy        Apostrophes of contraction should     been removed.                      html
  Progress Unit       be placed where the lettes are
                      removed NOT where the two             Play ‘Beat the clock’ and
  (Spelling) p134
                      words have been joined together.      http://www.bbc.co.uk/skillswis
                      Use the crumpled letter example       e/words/grammar/punctuation
                      (right) to make this clear.           /apostrophes/game.shtml

                                                            Take it in turns to take a card
                                                            showing the extended form
                                                            All children rewrite it in its
                                                            contracted form. Agree on
                                                            correct answer and score
                                                            points.



Year 3 Term 3
   Objectives          Subject knowledge/                   Ways to introduce                    Differentiation                     Consolidation                             Example Words
                          conventions                        and suggested                            ideas                          (Plenaries and
                                                             main activitities                                                          follow up
                                                                                                                                       sessions)
1 Discriminate        Syllable = chunks or beats of         Introduce what syllables are.      Less able: As for everyone         Play clap and count as a         Very, sixteen, fifteen, twenty, between,
  syllables           sound that make up words.             Ask children to clap out the       else but stick to simple           class.                           windscreen, happy, funny, sunny, hurry, merry,
  and segment                                               syllables in their names.          polysyllabic words.                                                 jelly, sorry, silly, lucky, mummy, daddy, puppy,
                      Syllables normally have a vowel or                                       Un/happ/y, rain/bow,               Play ‘Syllable factory’
  words into                                                                                                                                                       began, begin, seaweed, weekend, teapot,
                      a y in them.                          Play ‘Syllable factory’            lem/on/ade, paint/ing,             http://www.bbc.co.uk/skillswis
  phonemes.                                                 http://www.bbc.co.uk/skillswis     hol/i/day, a/way, slow/ly,         e/words/spelling/soundandsp      treetop, peanut, relax, suddenly, nineteen,
  Note number of      Clapping out the beat whilst saying   e/words/spelling/soundandsp        stopp/ing, un/der/stand/ing,       ell/syllables/game.shtml         behind, inside, meanwhile, sunshine,
  syllables and       a word can help in identifying the    ell/syllables/game.shtml           fish/ing,                                                           lunchtime, bedtime, seaside, over, yellow,
  identify            syllables.                                                                                                  Encourage children to use        open, only, below, follow, borrow, pillow,
  phonemes in                                               Model using Clap and count         More able: Play clap and           clap and count to help when      window, snowy, pony, hello, nobody, tiptoe,
  each.               Some children can get confused        to spell words.                    count challenge like               attempting to spell all words    coldest, shadow, almost, also, only, paintin,
  Spelling bank,      between syllables and phonemes        1)Say a word                       everyone else. Additional          during the week. Ask pupils      waiting, raining, sailing, Sunday, Friday,
                      – make the distinction clear.         2)Clap out the syllables           challenge. Record any              to find examples where they
  p.19                                                                                                                                                             crayon, paper, lady, baby, April, rainbow,
                      Remind them that phonemes are         3)Draw a short line for each       syllables that are                 have done this.
  Year 2 and Year     not beats so you can’t clap them      syllable                           particularly difficult to spell.                                    captain, lemonade, bedroom, shampoo, igloo,
  3 planning          out.                                  3)Try to write one phoneme         What is it that makes them                                          Easter, sooner, owner, toaster, painter, baker,
  exemplification                                           at a time by segmenting them       tricky? (unusual                                                    later, deeper, weaker, cleaner, heater,
  and spelling        Insist that children always follow    4)Leave any tricky syllables til   graphemes for the long                                              dreamer, kinder, lighter, writer.
  programme p50       the clap and count routine before     last                               vowel sound.)
  KS3 Literacy        you will help them with tricky        5)Does the whole word look
                      spellings. This will help them to     right.
                                                                                            Page 16                                            Rosie Robinson Fairlight Primary School 2007
  Progress Unit      see that they can spell the majority
  (Spelling) p134    of the word independently. They         Scoring
  Letters and        may only need help with one letter.     1 point for the correct number
  sounds Phase 6                                             of syllables/lines
                                                             1 point for each correct
                                                             syllable.
                                                             e.g. a 4 syllable word has a
                                                             maximum of 5 points.

                                                             Children play the clap and
                                                             count challenge game.
                                                             In groups: Take it in turns to
                                                             take a word card and read it
                                                             out. The others all write it on
                                                             whiteboards using clap and
                                                             count. Check against the
                                                             cards. Keep score.
  Further revision   There are two distinct types of         Recap how we use                  Less able:                     Play whole class Beat the       Examples of high frequency words with
  and                apostrophes.                            apostrophes for contraction.      Play Beat the clock            clock on the IWB (fast speed)   apostrophes: couldn’t,
  extension of       Apostrophes of possession to            Look at examples.                 http://www.bbc.co.uk/skills                                    wouldn’t, shouldn’t, weren’t, hadn’t, hasn’t,
                     show that something belongs to                                            wise/words/grammar/punct       Given a sentence with an
  words with                                                                                                                                                  we’ll, you’ll, we’re,
                     someone. E.g. The chair’s leg.          But some correct and              uation/apostrophes/game.s      elided form rewrite it in its
  apostrophes                                                incorrect examples on the         html                           extended form and vice          you’re, we’ve, you’ve, I’ll, I’m, I’ve, I’d
                     Apostrophes of contraction (or          board. Ask children to mark                                      versa. Marking each letter
                     elision) where words are (usually)      and correct.                                                     and the apostrophe.
                     squashed together into one word                                           More able:
                     and some letters are removed.           Take it in turns to take a card   Given more unusual words
                                                             showing the extended form         e.g won’t, shan’t, o’clock,
                     This learning intention is only         All children rewrite it in its    ‘twas, ma’am. Investigate
                     concerned with the latter.              contracted form. Agree on         what the missing letters
                                                             correct answer and score          may be and look for other
                                                             points.                           unusual words containing
                     Apostrophes of contraction should                                         apostrophes.
                     be placed where the lettes are
                     removed NOT where the two
                     words have been joined together.
                     Use the crumpled letter example
                     (right) to make this clear.

2 Multisyllabic      Words within words can be a very        Model looking at a word and       Less able:                     Practise writing numbers by     Examples of multisyllabic words where you
  words              helpful strategy but it only works if   identifying a smaller word        Revise numbers four, five,     writing cheques.                can identify smaller
  (words within      children can remember what the          within it.                        six, seven, eight and nine.                                    words with associated meanings: signature,
                     smaller word is. Some of these                                            Play action replay with        Play consolidation games.
  words)                                                                                                                                                      woman, women,
                     words can be seen when the word         Discuss how this could be         these words plus fourteen,     Mini whiteboard tests.
  Year 2 and Year    is written but not heard when the       helpful in identifying how to     fifteen, sixteen, seventeen,                                   children, lonely, fourteen, sixteen, seventeen,
  3 planning         word is said.                           spell words.                      eighteen, nineteen.                                            eighteen,
  exemplification                                                                                                                                             nineteen, another, because, window, clothes,
  and spelling       Children might need to work on          Given a list of words, children   More able:                                                     balloon, different,
  programme p50      actively remembering some of            identify the words within         Take a word e.g. children.                                     birthday, disappearance, frighten
                     these words.                            them.                             Identify the word within the
                                                                                               word and suggest
                     E.g. balloon – draw a hot air           Play consolidation games          alternative words that
                     balloon that has typical football       e.g. action replay.               would contain that word –
                     markings.                                                                 create mini word webs.
                                                                                             Page 17                                        Rosie Robinson Fairlight Primary School 2007
                                                                                                E.g. child – children –
                        Use spellspeaking to clearly say                                        childhood – childish –
                        the words e.g. an-other.                                                childlike
   High frequency       There are two very similar           Recap conventions or               Less able:                     Play whole class and             birthday, both, brother, clothes, earth, father,
   words ‘th’ and       phonemes                             introduce them if they haven’t     Using the same words as        independent consolidation        mother, something, think, those, thought, through,
   ‘wh’                 /th/ voiced as in this               been covered before                everyone else play             games.                           together, where, while, white, whole, why, without,
                        /th/ unvoiced as in breathe          (phoneme spotter stories and       blending and segmenting
                        Experiment with saying both          team sort)                         games. Explore the fact        Write sensible sentences
                        phonemes and think about how         Train children to work through     that some graphemes can        containing as many ‘th’ or
                        the mouth feels when saying each     the Route to Spelling – see        be pronounced in more          ‘wh’ words as possible. Who
                        one.                                 powerpoint                         than one way and develop       can get the highest score
                                                             1)Say the word                     strategies for dealing with    without losing sense.
                        Th and wh are digraphs. Two          2)Do I know how to spell it?       this.
                        letters represent one phoneme.       3)Which bits can I already
                                                             spell?                             More able:
                                                             4)What is the tricky               Starting with where, when,
                                                             phoneme?                           why, who, which, while
                                                             5)What do I know about the         generate word webs
                                                             tricky phoneme?                    around each of these
                                                             6)What is my best guess?           words. Compare with
                                                             7)Does it look right?              other people in the group.
                                                                                                Who has generated the
                                                             Play consolidation games           most words?
3 Learn the spellings   Homophones are words that            Look at a selection of             Less able:                     Given a sentence, children       there, their, they’re, grate, great, blew, blue, peace,
  and meanings of       sound the same but have different    homophones eg. By, buy,            Be, bee, see, sea, great,      write the homophone on their     piece, pane, pain, be, bee, new, knew, right, write,
  common                meanings and spellings.              bye. Put them into                 grate, hole, whole             mini whiteboards – check         through, threw, hole, whole, see, sea, no, know,
  homophones.                                                sentences. Discuss the             Orally segment each            each letter.                     morning, mourning, I, eye, in, inn, heard, herd,
  KS3 Literacy          Homophones depend on regional        difference in meanings and         phoneme. Write one                                              might, mite, place, plaice, eyes, ice, for, four.
  Progress Unit         accents.                             the difference in spellings.       version of the homophone       Look at a selection of
  (Spelling) p86                                             Explore strategies for             in a phoneme frame.            sentences, mark the ones
                        e.g. in some accents our and hour    remembering the different          Repeat with the                where the homophones have
                        are homophones. In other accents     homophones (e.g. There,            corresponding phoneme.         been used incorrectly.
                        our and are sound the same.          their, they’re song on Beat it     Which part of the word         Correct them.
                                                             CD)                                doesn’t change.
                        In some accents of and have are                                                                        Play consolidation games
                        homophones. This needs to be         Given word cards with a            More able:                     e.g. Spelling challenge.
                        talked about as they are both very   selection of homophones            Players take it in turns to
                        high frequency words.                children work in pairs to take     write a sentence. 1st          Various online games e.g.
                                                             a card. They have one              player must write one          Homophone pairs game
                                                             minute to work on it. If they      containing there, 2nd player   http://www.bbc.co.uk/skillswis
                                                             can a) Say the word correctly      their ,3rd player theyr’re     e/words/spelling/recognising/
                                                             in a sentence – 1 point.           and so on. Correct             homophones/game.shtml
                                                             b) say and spell a                 sentence 1 point. Incorrect
                                                             corresponding homophone –          sentences -1 point.
                                                             2 points                                                          Sounds the same
                                                             c) Write on whiteboards a                                         http://www.bbc.co.uk/schools/
                                                             correct sentence for each of                                      starship/english/games/word_
                                                             the corresponding                                                 jumbler/small_sound/standar
                                                             homophones – 3 points.                                            d.shtml

                                                                                                                               Super Match Game
                                                                                                                               http://teacher.scholastic.com/
                                                                                                                               activities/adventure/grammar
                                                                                                                               5.htm#
                                                                                              Page 18                                       Rosie Robinson Fairlight Primary School 2007
  HF words:                                               Train children to work through    Less able:                     Play whole class and          Examples of cross curricular words
  crosscurricular,                                        the Route to Spelling – see       Using the same words as        independent consolidation
                                                          powerpoint                        everyone else play             games.
                                                          1)Say the word                    blending and segmenting
                                                          2)Do I know how to spell it?      games. Explore the fact        Write sensible sentences
                                                          3)Which bits can I already        that some graphemes can        containing as many of the
                                                          spell?                            be pronounced in more          learned words as possible.
                                                          4)What is the tricky              than one way and develop       Who can get the highest
                                                          phoneme?                          strategies for dealing with    score without losing sense?
                                                          5)What do I know about the        this.
                                                          tricky phoneme?
                                                          6)What is my best guess?          More able:
                                                          7)Does it look right?             Ask the group to hoose ten
                                                                                            cross curricular words that
                                                          Play consolidation games          they find tricky. Write them
                                                                                            onto word cards and play
                                                                                            consolidation games.
4 Phonic phases      un- means not                        Revise prefixes un-, pre-, de-,   Less able:                     More able group share         Examples of words with range of prefixes also
  revision of                                             re-, dis-                         Look, say, cover, write,       examples of words beginning   containing long
  multisyllabic      dis- shows a reversal in action or                                     check                          with mis-, ex-, co-, anti-    vowel phonemes (revision): ungrateful,
                     state.                               Recap meanings and                                               Share what they found out
  words.                                                                                                                                                 unworn,
                                                          conventions                       More able:                     about meanings.
  Check              re- means back or again                                                Investigate the meanings                                     unknown, preview, premature, prepare,
  understanding of                                        Children play consolidation       of mis-, ex-, co-, anti-                                     decrease, depart,
  meaning of         pre – means before                   games with words containing                                      Play whole class              replay, rebound, return, disagree, disappoint,
  prefixes;                                               a range of different prefixes                                    consolidation games.          disappear,
  generate new       de – means to do the opposite or                                                                                                    misbehave, mishear, exclaim, cooperate, anti-
  words              take away from.                                                                                       Create some real and some     clockwise
  from root words;                                                                                                         made-up words using
                     mis- means badly or wrongly                                                                           prefixes e.g. disexcited.
  use
                                                                                                                           Children say whether these
  words in context   ex- means former                                                                                      words are real or fake.
  Prefixes: Revise
  all                co- means together                                                                                    Given a word write it in a
  prefixes from Y3                                                                                                         sentence on a mini-
  Spelling bank,     anti – means against                                                                                  whiteboard. Check each
  p.18                                                                                                                     letter.
  Year 2 and Year    When some words have their
                     prefixes removed the word that is
  3 planning
                     left does not make sense on its
  exemplification    own.
  and spelling
  programme p51      These prefixes can be simply
                     added to the base word.
  Numbers to                                              Train children to work through    Less able:                     Play whole class and          zero, one, two, three, four, five, six, seven,
  twenty                                                  the Route to Spelling – see       Using the same words as        independent consolidation     eight, nine, ten,
                                                          powerpoint                        everyone else play             games.                        eleven, twelve, thirteen, fourteen, fifteen,
                                                          1)Say the word                    blending and segmenting
                                                                                                                                                         sixteen, seventeen,
                                                          2)Do I know how to spell it?      games. Explore the fact        Write sensible sentences
                                                          3)Which bits can I already        that some graphemes can        containing as many of the     eighteen, nineteen, twenty
                                                          spell?                            be pronounced in more          learned words as possible.
                                                          4)What is the tricky              than one way and develop       Who can get the highest
                                                          phoneme?                          strategies for dealing with    score without losing sense?
                                                                                       Page 19                                          Rosie Robinson Fairlight Primary School 2007
                                                              5)What do I know about the       this.
                                                              tricky phoneme?
                                                              6)What is my best guess?         More able:
                                                              7)Does it look right?            Ask the group to hoose ten
                                                                                               cross curricular words that
                                                              Play consolidation games         they find tricky. Write them
                                                                                               onto word cards and play
                                                                                               consolidation games.
5 Revise plurals,      Most words - add s                     Look at words e.g. school,       Less able:                      More able group share the         Ash(es), spoon(s), catch(es), rope(s), chair(s),
  Investigate the      Words ending in hissing, shushing      ruler, game, trainer. Discuss    Given base word cards.          irregular plural words that       fish(es), brush(es), church(es), scarf(scarves),
  plural forms of      or buzzing sounds – add es             how to make plural (+s).         Play blending and               they have been investigating.     glass(es), fax(es), thief(thieves), tune(s),
                       Words ending in –f or –fe change       Look at watch, witch, glass,     segmenting games.                                                 sandwich(es), half(halves), table(s), wolf(wolves),
  words ending
                       to -ves                                kiss. Discuss how to make        Support children to listen to   Play consolidation games.         watch(es), book(s), loaf(loaves), box(es), card(s),
  in vowels, ‘f‘,‘y’   Words ending in a vowel followed       these plural and what is         the final phoneme in each                                         leaf(leaves), inch(es), kiss(es), wife(wives),
  and                  by –y change the y to an –i and        different about these words in   word and listen out for /f/     Show a text containing lots of    badge(s), bench(es), knife(knives), case(s),
  irregular plurals    then add es                            comparison with the first set    phonemes and also               plurals with some deliberate      match(es).
  Spelling bank                                               of words.                        hissing, buzzing and            mistakes. Children identify
  p10                  There are exceptions to these          Look at calf, elf and wife.      shushing sounds.                mistakes.                         Irregular plurals
  Year 2 and Year      rules                                  Discuss how to make these                                                                          men, women, people, babies, children, friends,
  3 planning           E.g. mice, lice, fish, chiefs, roofs   plural.                          More able:                      Play ‘The Plural Girls Game’      animals, sheep, teeth, feet, mice, geese, cacti, fungi.
                                                              Look at irregular examples       Given a selection of            http://www.funbrain.com/cgi-
  exemplification
                       Also words that end in double f        e.g. mice, fish, sheep, deer,    irregular plural words          bin/plur.cgi?A1=s&A2=1
  and spelling         e.g. cliffs and cuffs.                 cacti, fungi                     Mice, lice, fish, sheep,
  programme p51                                                                                deer, cacti, fungi,             Play the ‘Plural Rules Gnome
  KS3 Literacy                                                                                 monkeys. Look for               Game’
  Progress Unit                                               Children play consolidation      patterns. Ask children to       http://www.bbc.co.uk/skillswis
  (Spelling) p2                                               games (taking singular word      find more irregular plural      e/words/spelling/plurals/plural
  Letters and                                                 cards and turning them into      words that follow similar       rules/game.shtml
  sounds Phase 6                                              plurals)                         patterns. Use dictionaries.
  Learn cross-                                                Train children to work through   Less able:                      Play whole class and              Examples of cross-curricular words, e.g.
  curricular words,                                           the Route to Spelling – see      Using the same words as         independent consolidation         conjunctions and
  e.g.                                                        powerpoint                       everyone else play              games.                            time/sequence words: if, so, while, though,
                                                              1)Say the word                   blending and segmenting
  conjunctions                                                                                                                                                   since, when,
                                                              2)Do I know how to spell it?     games. Explore the fact         Write sensible sentences
  and                                                         3)Which bits can I already       that some graphemes can         containing as many of the         because; first, then, after, meanwhile, from,
  time/sequence                                               spell?                           be pronounced in more           learned words as possible.        where, until, finally,
  words                                                       4)What is the tricky             than one way and develop        Who can get the highest           eventually, suddenly
                                                              phoneme?                         strategies for dealing with     score without losing sense?
                                                              5)What do I know about the       this.
                                                              tricky phoneme?
                                                              6)What is my best guess?         More able:
                                                              7)Does it look right?            Ask the group to hoose ten
                                                                                               cross curricular words that
                                                              Play consolidation games         they find tricky. Write them
                                                                                               onto word cards and play
                                                                                               consolidation games.



Year 4 Term 1
    Objectives          Subject knowledge/                    Ways to introduce                  Differentiation                  Consolidation                                Example Words
                           conventions                         and suggested                          ideas                       (Plenaries and
                                                                                           Page 20                                          Rosie Robinson Fairlight Primary School 2007
                                                                    main activitities                                                      follow up
                                                                                                                                           sessions)
    Spell two               Double consonants, in the middle      Revise the difference              Less able                      Using flashcards or IWB,           Contrasting words
1   syllable words
    containing
                            of words, generally occur after a
                            short vowel sound. Explain that
                                                                  between long and short vowel
                                                                  sounds. Look at a selection
                                                                                                     Use same words as the
                                                                                                     rest of the class but
                                                                                                                                    show word cards in quick
                                                                                                                                    succession. Whole class
                                                                                                                                                                       diner dinner writing written hoping hopping biter
                                                                                                                                                                       bitter taping tapping super supper coma comma pole
    double                  we can use this as a clue to help     of contrasting words from the      exclude words with             reads aloud or take it in turns.   pollen lady laddy
    consonants e.g.         us to read words correctly.           word list. How do we say           unusual spelling patterns      Mini whiteboard spelling           Thematic words
    bubble, kettle,         No words have hh, jj, kk, qq, vv,     them? How do we know how           e.g. ‘le’ endings. Play        tests, small group rehearsal       Adjectives happy messy silly jolly funny
    common                  ww, xx.                               to say them? Play whole            blending and segmenting        games. Write sentences             Animals rabbit puppy kitten otter hippo
    Spelling bank           Some imported words use cc e.g.       class rehearsal game e.g.          games e.g. Countdown,          containing 4 given words.          Verbs grabbed messed kissed bossed fussed
    p21                     broccoli                              Look, say, cover, write,           Quickwrite.                    Who wants to be a                  Cooking batter butter pepper carrot coffee
                                                                  check.                                                            millionaire.                       Garden apple willow holly cherry berry
                                                                                                     More able                                                         High-frequency words
                                                                  Activities                         Given the same word                                               common rotten letter tennis better happy follow
                                                                  Given word cards play a            cards as everyone else                                            sudden stopped swimming penny mummy daddy
                                                                  sorting game e.g. Team sort.       plus dictionaries, carry out                                      puppy dinner shopping getting silly pillow swallow
                                                                                                     an investigation. Which                                           carry summer butter cotton funny running happy
                                                                  Play small group rehearsal         double letters do not occur                                       sorry written kettle
                                                                  games e.g. Spelling                in the English language.
                                                                  challenge.
    Revise words            /ee/ Best guesses                                                        Less able                      Mini whiteboard test. Praise       HFW: he, we, me, she, seen, be, been, tree, three,
    containing long         End of a word – y                     Recap conventions or                                              children who are clearly using     green, I, my, like, by, night, time, white, nine, five
    vowel phonemes          Middle of a word – ee or ea           introduce them if they haven’t     Use same words as rest of      route to spelling – not just       Monosyllabic words: sweet, sheep, wheel, queen,
    /ee/ (ee, ea, y,e),                                           been covered before                class. Play snap where a       guessing.                          feet, bee, leaf, bean, meat, teeth, peel, knee, eat,
    /ie/ (igh, y, i-e, i)   /igh/ Best guesses                    (phoneme spotter stories and       pair is two cards containing   Play Who wants to be a             free, meet, deep, week, beep, keep, cheap, sheet,
    Letters and             Middle of a word - i_e                team sort)                         the same long vowel sound      millionaire to reinforce looking   speed, sleep, cheek, street, tea, sea, seat, clean,
    sounds Phase 5          Could also be igh – but this is       Train children to work through     but not necessarily the        at a word to see if it is right.   dream, cream, east, neat, real, teach, speak, beach,
    KS3 Literacy            usually followed by t.                the Route to Spelling – see        same grapheme.                                                    I’m, high, light, night, might, right, write, knight, tie,
    Progress Unit                                                 powerpoint                                                        Give each child in a pair a        pie, lie, kite, bite, line, bike, drive, mine, side, hide,
    (Phonics) p108          End of a word - y                     1)Say the word                     More able                      different cloze spelling test.     quite, smile, wife, life, knife, sky, cry, dry, try, fry, fly,
                            Less common possibilities - ie, igh   2)Do I know how to spell it?       As for everyone else but       Complete. Partners swap            find, kind, child, lime, shine, chime, fine
                                                                  3)Which bits can I already         include more words with        and are then given an answer       Polysyllabic words: very, sixteen, fifteen, twenty,
                                                                  spell?                             less common graphemes.         sheet so they can mark their       between, windscreen, happy, funny, sunny, hurry,
                                                                  4)What is the tricky               E.g. receive, thief, grief,    partner’s test. KS3 Literacy       merry, sorry, jelly, silly, lucky, mummy, daddy,
                                                                  phoneme?                           belief, chief, complete,       Progress Unit (Phonics)            puppy, began, begin, seaweed, weekend, teapot,
                                                                  5)What do I know about the         scene, fight, tonight, high,                                      treetop, peanut, relax, suddenly, nineteen, behind,
                                                                  tricky phoneme?                    tight, hype, height, eye                                          inside, meanwhile, sunshine, lunchtime, bedtime,
                                                                  6)What is my best guess?                                                                             seaside
                                                                  7)Does it look right?

                                                                  Give word cards with a
                                                                  selection of words for children
                                                                  to spell using route to
                                                                  spelling. In pairs children test
                                                                  one another. Turn into a
                                                                  game with points scored for
                                                                  correct spellings and
                                                                  deducted for spellings that
                                                                  are not valid graphemes.
    Spell regular           A verb with a short vowel sound       Revise long and short              Less able                      Ask children to devise chants,     cook cooked cooking carry carried carrying plays
2   verb endings ed,
    ing
                            needs to be doubled before ing or
                            ed are added. E.g. hop becomes
                                                                  vowels. Look at a selection
                                                                  of verbs and what happens
                                                                                                     Using same words as the
                                                                                                     rest of the class play
                                                                                                                                    songs, actions etc to act as
                                                                                                                                    mnemonics (e.g. Long vowel
                                                                                                                                                                       played playing cry cried crying invents invented
                                                                                                                                                                       inventing marry married marrying jumps jumped
                            hopping. This doesn’t need to         when ing and ed are added to       blending and segmenting        sound, kick the e out of town      jumping rely relied relying looks looked looking spy
                                                                                                Page 21                                           Rosie Robinson Fairlight Primary School 2007
Spelling bank     happen if there are already two       them. Identify the four            games e.g phoneme              – with kicking action)           spied spying show showed showing try tried trying
p23               consonants after the vowel e.g        possible things that could         frame. Ensure that             As a class, read texts           wors worked working fry fried frying
Letters and       jump.                                 happen to the verbs before         children understand that       containing examples of some      sounds drag dragged dragging touch touched
sounds Phase 6    A verb with a long vowel sound        the endings are added              the double consonants          of these words. KS3 Literacy     touching drop dropped dropping wash washed
                  does not need the consonant to be          5) Nothing                    represent a single             Progress Unit (Phonics)          washing grab grabbed grabbing buzz buzzed
                  doubled. However, if it contains a         6) Consonant doubled          phoneme.                       p127, 131, 141. Discuss the      buzzing hug hugged hugging hiss hissed hissing
                  split digraph, the final e needs to        7) e – removed                                               effects of the different kinds   shops shopped shopping rushes rushed rushing
                  be removed.                                8) y changed to i             More able                      of words. Play whole class or    stops stopped stopping fixes fixed fixing fizzes fizzed
                  If the verb ends with a y, the y                                         Investigate when you add s     small group rehearsal games      fizzing
                  should be changed to an i before      Children given a list of verbs     to the base words. Do any      eg. Action replay.               saves saved saving wishes wished wishing notes
                  the ending is added.                  sort into the above categories     of the same rules that we                                       noted noting explores explored exploring
                                                        then discuss how they knew         identified for adding ing
                  When adding –ed to a verb it is       which words fitted in which        and ed apply? Do any
                  worth pointing out that this can be   categories.                        other rules apply? Feed
                  pronounced in three different ways                                       back in the plenary.
                  /t/, /d/, or /i/d/ depending on the
                  base word.
                  This will help children when they
                  are blending or segmenting words
                  that end in –ed.

                  /t/ - clapped, washed.
                  /d/ - cleaned, loved
                  /i/d/ - needed, landed

Revise words      /oe/                                  Recap conventions or               Less able                      Mini whiteboard test. Praise     HFW: go, home, old, no, don’t, going, play, day,
containing long   In the middle of a word – Best        introduce them if they haven’t                                    children who are clearly using   they, away, may, way, came, made, make, name,
vowel phonemes    guess = o_e                           been covered before                Use same words as rest of      route to spelling – not just     take again, eight
/oe/, /ae/        Other possibilities o or oa           (phoneme spotter stories and       class. Play snap where a       guessing.                        Monosyllabic words: so, know, show, told, sold, gold,
                  At the end of a word – Best guess     team sort)                         pair is two cards containing                                    most, goal, both, own, boat, coat, goat, road, foam,
Letters and       = ow                                  Train children to work through     the same long vowel sound      Play small group or whole        soap, loaf, snow, frow, slow, joke, nose, rope, note,
sounds Phase 5    Another possibility is ough           the Route to Spelling – see        but not necessarily the        class consolidation games.       spoke, cone, throne, rode, smoke, toe, float, toast,
KS3 Literacy                                            powerpoint                         same grapheme.                                                  roast, stone, broke, post, rain, tail, sail, pain, wait,
Progress Unit     At the beginning of a word – Best     1)Say the word                                                                                     chain, paint, paid, brain, waist, say, pray, tray,
(Phonics) p72 &   guess = o or oa.                      2)Do I know how to spell it?       More able                                                       shade, bake, safe, tale, shake snake, plate, case,
14                                                      3)Which bits can I already         As for everyone else but                                        shape, shave, spade, late, snail, whale.
                  /ae/                                  spell?                             include more words with                                         Polysyllabic words: over, yellow, open, only, below,
                  Most common overall a_e               4)What is the tricky               less common graphemes.                                          follow, borrow, pillow, window, snowy, pony, hello,
                  ai usually found in the middle of a   phoneme?                           E.g. sew, foe, hoe, soul,                                       nobody, tiptoe, coldest, shadow, almost, also, only,
                  word.                                 5)What do I know about the         though, grey, prey, weigh,                                      painting, waiting, raining, sailing, Sunday, Friday,
                  ay usually found at the end of a      tricky phoneme?                    eight,                                                          crayon, paper, lady, baby, April, rainbow, captain,
                  word.                                 6)What is my best guess?                                                                           lemonade.
                                                        7)Does it look right?

                                                        Give word cards with a
                                                        selection of words for children
                                                        to spell using route to
                                                        spelling. In pairs children test
                                                        one another. Turn into a
                                                        game with points scored for
                                                        correct spellings and
                                                        deducted for spellings that
                                                        are not valid graphemes.


                                                                                      Page 22                                          Rosie Robinson Fairlight Primary School 2007
    Distinguish       Homophones are words that            Look at a selection of             Less able:                     Given a sentence, children       you yew ewe
3   between
    common
                      sound the same but have different
                      meanings and spellings.
                                                           homophones eg. By, buy,
                                                           bye. Put them into
                                                                                              Be, bee, see, sea, great,
                                                                                              grate, hole, whole
                                                                                                                             write the homophone on their
                                                                                                                             mini whiteboards – check
                                                                                                                                                              their they’re there too two to
                                                                                                                                                              be bee see sea heard herd
    homophones                                             sentences. Discuss the             Orally segment each            each letter.                     new knew no know might mite
    Spelling bank     Homophones depend on regional        difference in meanings and         phoneme. Write one                                              right write morning mourning place plaice
    p22               accents.                             the difference in spellings.       version of the homophone       Look at a selection of           through threw great grate eyes ice
    Key Stage 3                                            Explore strategies for             in a phoneme frame.            sentences, mark the ones         hole whole I eye for four week weak
    Literacy          e.g. in some accents our and hour    remembering the different          Repeat with the                where the homophones have        are our in inn of have
    Progress Unit     are homophones. In other accents     homophones (e.g. There,            corresponding phoneme.         been used incorrectly.           (some of these are only homophones in certain
    (Spelling) p86    our and are sound the same.          their, they’re song on Beat it     Which part of the word         Correct them.                    accents.)
                                                           CD)                                doesn’t change.
                      In some accents of and have are                                                                        Play consolidation games
                      homophones. This needs to be         Given word cards with a            More able:                     e.g. Spelling challenge.
                      talked about as they are both very   selection of homophones            Players take it in turns to
                      high frequency words.                children work in pairs to take     write a sentence. 1st          Various online games e.g.
                                                           a card. They have one              player must write one          www.bbc.co.uk/skillswise
                                                           minute to work on it. If they      containing there, 2nd player
                                                           can a) Say the word correctly      their ,3rd player theyr’re     http://www.bbc.co.uk/schools/
                                                           in a sentence – 1 point.           and so on. Correct             starship/english/games/word_
                                                           b) say and spell a                 sentence 1 point. Incorrect    jumbler/small_sound/standar
                                                           corresponding homophone –          sentences -1 point.            d.shtml
                                                           2 points
                                                           c) Write on whiteboards a
                                                           correct sentence for each of
                                                           the corresponding
                                                           homophones – 3 points.
    Revise words      Some materials combine the /ue/      Introduce the phoneme.             Less able:                     Play consolidation games         HFW: you, to, do, too, new, blue
    containing long   sound and the /oo/ sound. Others     Read a phoneme spotter             Work on the same words         e.g. who wants to be a           Monosyllabic words: school, glue, flew, drew, chew,
    vowel phonemes    treat them separately.               story e.g. Rude Youth.             as everyone else but play      millionaire, spelling            moon, soon, room, root, boot, shoot, cool, pool, tool,
    /ue/              This is a tricky phoneme with lots   Identify all the /ue/ phonemes     blending and segmenting        challenge, action replay etc.    roof, spoon, broom, June, flute, chute, cube, tube,
                      of alternative graphemes.            in the story. Establish some       games e.g. phoneme                                              tooth, two
    Letters and       /ue/                                 of the different possible          frame, quickwrite,             Ask children to look through     Polysyllabic words: bedroom, shampoo, igloo, ,
    sounds Phase 5    At the end of a word best guess is   graphemes for /ue/.                countdown.                     their books and find correctly   sooner,
                      ew                                                                                                     spelt /ue/ and /oo/ phonemes
    KS3 Literacy      In the middle of a word u_e          Children play a word sorting       More able:                     – and correct any incorrect
    Progress Unit     At the beginning of a word u         game e.g. team sort.               Given the same words as        words.
    (Phonics) p90                                                                             everyone else plus an
                      /oo/                                 Identify the best guesses for      assortment of prefix and
                      At the end of the word – ue          spelling this phoneme in           suffix cards. Children
                      In the middle of a word - oo         different parts of words.          experiment with which
                                                                                              words can have which
                                                                                              prefixes and suffixes
                                                                                              added and which cannot.
                                                                                              Explore why this is the
                                                                                              case. Produce an A4
                                                                                              poster showing genuine
                                                                                              words that they have
                                                                                              created.
    Spell irregular   In many words nowadays we            Look at a pair of words e.g.       Less able:                     Given a sentence with a          blow blew think thought eat ate grow grew fight
    verb tense        indicate past tense by adding –ed    blow and blew. Identify which      Take a small selection of      missing word children either     fought can could throw threw buy bought go went
    changes           to the end of words. E.g. walk       bits of the word are the same      words e.g. eat, ate, take,     chose one of the two words       know knew take took is was sing sang shake shook
                      becomes walked. In Old English       and which bits are different.      took, ring, rang, drink,       that would be grammatically      are were ring rang wear wore have had drink drank
    Spelling bank     past tense was indicated by a        Put each word in a sentence.       drank, stink, stank, shoot,    correct or write the correct     tear tore does did begin began tell told get got feed
    p24               change in the medial vowel. Lots     Try to establish what is           shot. Play action replay.      word on mini whiteboards.        fed sell sold hear heard meet met rise rose creep
                                                                                            Page 23                                       Rosie Robinson Fairlight Primary School 2007
                            of words that follow this pattern are   different about the meanings       Play countdown.                                                 crept write wrote sit sat keep kept ride rode shoot
                            still common. E.g. blow becomes         of the two words. Repeat                                           Play spelling challenge with    shot sleep slept drive drove teach taught
                            blew.                                   with other pairs of words.         More able: Use                  sentence cards.                 sweep swept speak spoke catch caught weep wept
                                                                    Encourage children to identify     dictonaries to think of other                                   break broke bite bit find found give gave hide hid
                                                                    that the medial vowel              past tense words that end       Ask children to write a given   wind wound see saw send sent swim swam dig dug
                                                                    changes and that it indicates      in ‘ought’ or ‘aught’. Use a    sentence (containing one of
                                                                    a change in tense. Talk            range of independent            these words) and then rewrite
                                                                    about the fact that this is how    strategies (e.g.                it in a different tense.
                                                                    Old English worked.                mnemonics, shapes,
                                                                    Write sentences on the board       colours, pictures etc) to
                                                                    and identify whether the verb      remember how to spell
                                                                    is correct.                        each of these words.

                                                                    Given word cards children
                                                                    match up pairs then put all
                                                                    past tense words to the right
                                                                    of each pair then find pairs
                                                                    that follow the same pattern
                                                                    of vowel changes e.g. blow,
                                                                    blow – grow, grew, know,
                                                                    knew etc.
    Revise words            /ow/                                    Recap conventions or               Less able                       Children divide mini            HFW: out, our, brown, down, now, house, how,
    containing long         At end or followed by –n or –ns –       introduce them if they haven’t                                     whiteboards into 4, with        about, boy
    vowel phonemes          ow                                      been covered before                Use same words as rest of       headings ou, ow, oi, oy         Monosyllabic words: good, should, would, could,
    /ow/, /oi/              In all other words – ou                 (phoneme spotter stories and       class. Play blending and        Words are read out and          look, took, put, push, pull, book, cook, hook, stood,
    Letters and             /oi/                                    team sort)                         segmenting games e.g.           children write them in the      crook, full, bull, foot, bush, town, clown, crown,
    sounds Phase 6          Beginning or middle – oi                Train children to work through     sound buttons, finish it etc.   correct section.                found, round, sound, pound, loud, shout, mouse,
                            End of words - oy                       the Route to Spelling – see                                                                        cloud, proud, ground, hound, toy, spoil, noise, voice,
    KS3 Literacy                                                    powerpoint                         More able:                      Consolidation games e.g.        choice, join, point, coin, soil
    Progress Unit                                                   1)Say the word                     Split the children into two     Spelling challenge, Action      Polysyllabic words: bully, helpful, pudding, looking,
    (Phonics) p178,                                                 2)Do I know how to spell it?       groups one working on /ou/      replay.                         pushing, pulling, bookshelf, goodness, outside,
    176                                                             3)Which bits can I already         and one working on /oi/.                                        without, about, flower, sunflower, allow, playground,
                                                                    spell?                             Challenge the group to find                                     shower, power, mountain, louder, shouting, enjoy
                                                                    4)What is the tricky               as many words as they can
                                                                    phoneme?                           containing that phoneme.
                                                                    5)What do I know about the         They can add suffixes,
                                                                    tricky phoneme?                    prefixes etc onto words
                                                                    6)What is my best guess?           they have been given and
                                                                    7)Does it look right?              they can use dictionaries
                                                                                                       but incorrect spellings
                                                                    Give word cards with a             cannot be counted.
                                                                    selection of words for children
                                                                    to spell using route to
                                                                    spelling. In pairs children test
                                                                    one another. Turn into a
                                                                    game with points scored for
                                                                    correct spellings and
                                                                    deducted for spellings that
                                                                    are not valid graphemes.
    Investigate             Consonant suffixes (suffixes            Make sure that children know       Less able: Work with base       Write a word on the             Examples of words containing long vowel phonemes
5   spelling patterns
    and meanings of
                            beginning with consonants) can
                            usually be added to a base word
                                                                    the terms: vowel, consonant,
                                                                    base word, suffix.
                                                                                                       words. Play blending and
                                                                                                       segmenting games e.g.
                                                                                                                                       whiteboard ask children to
                                                                                                                                       show on their mini
                                                                                                                                                                       with suffixes
                                                                                                                                                                       -ful, -ly : faithful, painful, shameful, hateful, careful,
    suffixes.               without altering the base word at       Recap the four facts you           phoneme frame, finish it,       whiteboards any consonant       cheerful, freely, nearly, peaceful, delightful, likely,
    Suffixes ‘ly’, ‘ful’,   all, except for words ending in         need to know about suffixes        countdown.                      suffixes that could be added.   hopeful, homely, lonely, surely, useful, tuneful,
                                                                                                  Page 24                                           Rosie Robinson Fairlight Primary School 2007
    ‘ness’                 consonant+y, where the y has to          e)   what they mean                                                                        forgetful, joyful, sorrowful, proudly, personally,
    KS3 Literacy           change to an i.                          f)   what they do          More able: Given suffix         Given a word with a suffix,     hurtful, beautiful, (doubtful – silent letter)
    Progress Unit                                                   g)   how to spell them     match cards. Carry out an       children write a sentence on
    (Spelling) p56                                                  h)   how to add them       investigation. Can you          their mini whiteboards. Mark
    Letters and                                                                                apply more than one suffix      each letter.
    sounds Phase 6                                             Experiment with adding          to the same word at the
                                                               consonant suffixes to base      same time? E.g. Beauty +        Recap rule for adding
                                                               words. Establish conventions    ful + ly. Can you explain       consonant suffixes to base
                                                               for adding consonant suffixes   why you can add –ly to          words ending in y.
                                                               (see left)                      some words but not
                                                                                               others?
                                                               Play suffix match.
    Revise words           /ar/                                Ask children to suggest         Less able: Using the same       Discuss the fact that in some   Harm, car, charm, arm, farm, bar, park, dark, March,
    containing the         Best guess is – ar                  words that rhyme with car       words play blending and         parts of the country people     garden, party, parcel, star, start, fast, past, cast, ask,
    long vowel             With southern accents, the /ar/     and cart. Discuss how /ar/ is   segmenting games e.g.           pronounce fast, chance etc      chance, grass, bath, palm, father, calm, balm, heart,
    phoneme /ar/ (ar       sound in words like fast, past,     spelt when it is in different   phoneme frame,                  with a short vowel. Discuss     half, aren’t, can’t,
    a)                     grass etc is simply – a             positions in the word.          countdown etc.                  how this could help us to
                           A few words have – al                                                                               remember to spell them just
    Letters and            Heart is a unique exception – ear   Read a phoneme spotter          More able:                      with an a.
    sounds Phase 5                                             story e.g. Heartbreak Dance.    Write a poem to help
                                                               Identify /ar/ phonemes.         remember spelling               Recite the poem written by
    KS3 Literacy                                               Establish the graphemes that    patterns. E.g. the first        the more able group.
    Progress Unit                                              can represent the phoneme.      verse could have lines
    (Phonics) p188                                                                             ending with charm, farm,        Discuss ways to remember
                                                               Play a sorting game.            harm. The second with           how to spell heart correctly.
                                                                                               palm and calm. The third
                                                                                               with past, fast, cast etc.      Play consolidation games.




Year 4 Term 2
    Objectives              Subject knowledge/                 Ways to introduce                 Differentiation                  Consolidation                               Example Words
                               conventions                      and suggested                         ideas                       (Plenaries and
                                                                main activitities                                                    follow up
                                                                                                                                    sessions)
    Recognise and          These are referred to as vowel      Make sure that children know    Less able:                      Do Look, say, cover, write,     Seasonal, revolutionary, exceptional, balloonist,
1   spell the suffixes
    –al, ary, -ic, -ist,
                           suffixes (since they begin with
                           vowels)
                                                               the terms: vowel, consonant,
                                                               base word, suffix.
                                                                                               Given a selection of words
                                                                                               break, drink, sink, road,
                                                                                                                               check as a class.               terrible, medical, breakable, adorable, instrumental,
                                                                                                                                                               stationary, attractive, edible (eat) decorative,
    -ive, -ible, -able     Base words ending in consonants     Recap the four facts you        frog, plate, pink, old, blue,   Write four words on the         detective, personal, atomic, sensational,
                           are unchanged.                      need to know about suffixes     love, like.                     board. 3 real and 1 made up.    sensationalist, occasional, angelic, medical,
    Spelling bank                                                    i)  what they mean        Read these words. Decide        Can the class identify the      national, reliable, dictionary, additional, lovable,
    p25                    Base words drop the final –e or           j)  what they do          which can have –able            fake word? Repeat.              likable, valuable, necessary, terrorist, audible,
    KS3 Literacy           have –y change to -i before a             k) how to spell them      added onto the end. Write                                       respectable.
    Progress Unit          vowel suffix is added.                    l)  how to add them       in sentences.                   Cloze procedure writing
    (Spelling) p74                                                                                                             challenge KS3 Literacy
                           Some of these base words can be     Experiment with adding vowel    More able:                      Progress Unit (Spelling) p83
                           hard to detect as they already      suffixes to base words.         Given the same base
                           have suffixes attached.             Write up the base word in       words that everyone else        Give children sentences
                                                               one colour and add the suffix   has been working on plus        containing some of these
                                                                                             Page 25                                        Rosie Robinson Fairlight Primary School 2007
                  It can be hard to know when to         in a different colour.              examples of base words         words. The children draw
                  add –ible to a word and when to        Establish any changes that          and suffixes. Experiment       pictures to show that they
                  add –able. If you are able to do       have to be made before              with adding various            understand what the words
                  something then you usually add –       adding the suffix. (see left)       prefixes and suffixes to       mean. Or vice versa – look
                  able. If not, add –ible.                                                   base words to make the         at pictures and ask the
                  Also removing the –able suffix         Play suffix match. Give a           longest ‘real’ word            children to write sentences
                  usually leaves a recognisable base     base word – children write          possible. Use dictionaries     about the pictures using
                  word, removing the –ible suffix        possible suffixes on                to check. E.g. un + lov(e)     some of the words they have
                  doesn’t.                               whiteboards.                        + able                         been learning.
                                                                                             addition + al + ly
                  Quite a few of these words may be      Play suffix bingo. Give
                  unfamiliar to the children. Use this   children Bingo cards KS3
                  as an opportunity to expand their      Literacy Progress Unit
                  vocabulary.                            (Spelling) p81. Read out
                                                         possible suffixes. Children
                                                         colour a word in if that suffix
                                                         could be added to it.
                  -able/-ible – Mean capable or
                  worthy of, fit for; tending to,
                  causing, given to, or liable to

                  -al – when added to a verb means
                  – the action or result of the verb
                  e.g. deny – denial

                  -al – when added to a noun –
                  becomes an adjective e.g. nation –
                  national.

                  -ary – pertaining to, connected
                  with

                  -ic – turns the base word into an
                  adjective

                  -ist – denotes a person by
                  describing a key duty or belief

                  -ive – turns the base word into an
                  adjective meaning tending towards
                  the base word.




Revise words      /air/                                  Recap conventions or                Less able:                     Recap the fact that one           HFW: where, there, their, here
containing long   Best guess – air                       introduce them if they haven’t      Use same words as rest of      grapheme can represent            Monosyllabic words: air, hair, pair, fair, chair, stair,
vowel phonemes    Others are, ere, ear                   been covered before                 class. Play snap where a       more than one phoneme e.g.        care, dare, scare, bear, pear, ear, hear, cheer, near,
/air/,/ear/                                              (phoneme spotter stories and        pair is two cards containing   –ere in there and hear, -ear in   fear, dear, clear, queer, year
                  /ear/                                  team sort)                          the same long vowel sound      bear and heart. Recap the         Polysyllabic words: fairy, hairy, scary, upstairs,

                                                                                           Page 26                                       Rosie Robinson Fairlight Primary School 2007
    Letters and          Best guess - ear                       Train children to work through     but not necessarily the         strategy for reading. Try it     downstairs, careful, cheerful
    sounds Phase 5       Others eer, ere                        the Route to Spelling – see        same grapheme.                  with one phoneme. If it
                                                                powerpoint                                                         doesn’t make sense, try out
                                                                1)Say the word                     More able:                      another. Show words on the
                                                                2)Do I know how to spell it?       Given the same word             board and ask children how
                                                                3)Which bits can I already         cards as everyone else.         they think they should be
                                                                spell?                             Ask children to generate        read and what they mean.
                                                                4)What is the tricky               families of words from          Disheartened, clearance,
                                                                phoneme?                           each of these base words.       overheard.
                                                                5)What do I know about the         e.g. air, airy, airless,        Therefore, interference,
                                                                tricky phoneme?                    airport, airing, aired.         whereas,
                                                                6)What is my best guess?           These could be recorded
                                                                7)Does it look right?              on mini mindmaps.               Play consolidation games

                                                                Give word cards with a
                                                                selection of words for children
                                                                to spell using route to
                                                                spelling. In pairs children test
                                                                one another. Turn into a
                                                                game with points scored for
                                                                correct spellings and
                                                                deducted for spellings that
                                                                are not valid graphemes.

    Recognise and        Consonant suffixes (suffixes           Make sure that children know       Less able: Work with base       Share the sentences that the     membership childhood fairness enjoyment
2   spell the suffixes
    –ship, -ness, -
                         beginning with consonants) can
                         usually be added to a base word
                                                                the terms: vowel, consonant,
                                                                base word, suffix.
                                                                                                   words. Play blending and
                                                                                                   segmenting games e.g.
                                                                                                                                   more able group wrote but
                                                                                                                                   miss out the key word. Can
                                                                                                                                                                    ownership falsehood kindness employment
                                                                                                                                                                    partnership priesthood tidiness ornament
    hood, -ment          without altering the base word at      Recap the four facts you           phoneme frame, finish it,       the rest of the class identify   dictatorship neighbourhood loveliness document
                         all, except for words ending in        need to know about suffixes        countdown.                      the missing word?                workmanship fatherhood silliness management
    Spelling bank        consonant+y, where the y has to              m) what they mean                                                                             championship motherhood nastiness environment
    p26                  change to an i.                              n) what they do              More able: Ask children to      Play consolidation games.        craftsmanship knighthood wickedness government
    KS3 Literacy                                                      o) how to spell them         identify words that they are                                     apprenticeship childishness replacement fellowship
    Progress Unit        Lots of the suggested words from             p) how to add them           unfamiliar with. Use a                                           willingness ointment
    (Spelling) p56       the spelling bank may be                                                  dictionary to find out what                                      fitness statement worthlessness movement
                         unfamiliar to the children. Use this   Experiment with adding             the word means and write                                         carelessness foolishness
                         as an opportunity to introduce new     consonant suffixes to base         it into a sentence.                                              left-handedness absent-mindedness
                         vocabulary.                            words. Establish conventions
                                                                for adding consonant suffixes
                                                                (see left)

                                                                Play suffix match.
    Revise HFW that      Many HFW are phonically regular        Recap Route to Spelling –          Less able:                      Play consolidation games.        He, we, she, seen, be, been, tree, three, green, I
    contain long         and therefore can be learnt using      see powerpoint                     Using the same word cards                                        my, like, by, night, time, white, nine, five, go, home,
    vowel phonemes       phonic knowledge. Ensure that all      1)Say the word                     as the rest of the class play   Play countdown to reinforce      old, no, don’t, going, play, day, they, away, may,
                         children can comfortably blend and     2)Do I know how to spell it?       blending and segmenting         blending skills.                 way, came, made, make, name, take, again, eight,
    Letters and          segment these words.                   3)Which bits can I already         games e.g. phoneme                                               you, to, do, too, new, blue, out, our, brown, down,
    sounds Phase 5                                              spell?                             count, quickwrite.              Ask children to find places in   now, house, how, about, boy, are, last, half, can’t,
    KS3 Literacy                                                4)What is the tricky                                               their work where they have       laugh, all, or, for, saw, ball, more, your, door, first,
    Progress Unit                                               phoneme?                           More able:                      used these words correctly       girl, her, where, there, their, here
    (Phonics) p108                                              5)What do I know about the         Experiment with writing         and also correct any spelling
                                                                tricky phoneme?                    sentences containing as         errors.
                                                                6)What is my best guess?           many of these words as
                                                                7)Does it look right?              possible. What is the
                                                                                                   highest number of words
                                                                                               Page 27                                          Rosie Robinson Fairlight Primary School 2007
                                                                  Recap the fact that one           anyone can manage –
                                                                  grapheme can represent            without losing grammatical
                                                                  more than one phoneme e.g.        sense. Swap sentences
                                                                  –ere in there and hear, -ear in   with a partner and try to
                                                                  bear and heart. Recap the         read out accurately without
                                                                  strategy for reading. Try it      faltering on any word.
                                                                  with one phoneme. If it
                                                                  doesn’t make sense, try out
                                                                  another. List of words on
                                                                  board or show them one by
                                                                  one on the IWB. Play
                                                                  countdown as a class. Aim to
                                                                  read as quickly (and
                                                                  accurately) as possible.

                                                                  Give word cards with a
                                                                  selection of words. Children
                                                                  play Action Replay
    To learn rules for     Most words - add s                     Look at words e.g. school,        Less able:                      More able group share the         Ash(es), spoon(s), catch(es), rope(s), chair(s),
3   making words
    plural.
                           Words ending in hissing, shushing
                           or buzzing sounds – add es
                                                                  ruler, game, trainer. Discuss
                                                                  how to make plural (+s).
                                                                                                    Given base word cards.
                                                                                                    Play blending and
                                                                                                                                    irregular plural words that
                                                                                                                                    they have been investigating.
                                                                                                                                                                      fish(es), brush(es), church(es), scarf(scarves),
                                                                                                                                                                      glass(es), fax(es), thief(thieves), tune(s),
                           Words ending in –f or –fe change       Look at watch, witch, glass,      segmenting games.                                                 sandwich(es), half(halves), table(s), wolf(wolves),
    KS3 Literacy           to -ves                                kiss. Discuss how to make         Support children to listen to   Play consolidation games.         watch(es), book(s), loaf(loaves), box(es), card(s),
    Progress Unit          There are exceptions to these          these plural and what is          the final phoneme in each                                         leaf(leaves), inch(es), kiss(es), wife(wives),
    (Spelling) p2          rules                                  different about these words in    word and listen out for /f/     Show a text containing lots of    badge(s), bench(es), knife(knives), case(s),
    Letters and            E.g. mice, lice, fish, chiefs, roofs   comparison with the first set     phonemes and also               plurals with some deliberate      match(es).
    sounds Phase 6                                                of words.                         hissing, buzzing and            mistakes. Children identify
                           Also words that end in double f        Look at calf, elf and wife.       shushing sounds.                mistakes.                         Irregular plurals
                           e.g. cliffs and cuffs.                 Discuss how to make these                                                                           men, women, people, babies, children, friends,
                                                                  plural.                           More able:                      Play ‘The Plural Girls Game’      animals, sheep, teeth, feet, mice, geese
                                                                                                    Given a selection of            http://www.funbrain.com/cgi-
                                                                  Given a selection of singular     irregular plural words          bin/plur.cgi?A1=s&A2=1
                                                                  word cards. Children sort         Mice, lice, fish, sheep,
                                                                  them into three groups            deer, cacti, fungi. Look for    Play the ‘Plural Rules Gnome
                                                                  depending on which                patterns. Ask children to       Game’
                                                                  convention would apply when       find more irregular plural      http://www.bbc.co.uk/skillswis
                                                                  making the word plural.           words that follow similar       e/words/spelling/plurals/plural
                                                                                                    patterns. Use dictionaries.     rules/game.shtml
                                                                  Children choose a word card
                                                                  and write a sentence using
                                                                  the singular word and another
                                                                  one using the plural word.
    Identify the           In many months the tricky part of      Say each month and ask            Less able:                      Recite the months in              January, February, March, April, May, June, July,
    ‘tricky bit’ in each   the spelling is an unstressed          children to show with their       Practise reciting the           spellspeak.                       August, September, October, November, December
    month of the           vowel. E.g. in January the second      fingers how many phonemes         months in order
    year and               a cannot be clearly heard. It is       there are. Ask what the           spellspeaking the words.        Play finish it – write most of
    practise.              impossible to hear how to spell        ‘tricky bit’ in each word is.     Given word cards order          the month and miss out the
                           unstressed vowels. One way to          Model writing the ‘easy bits’     them chronologically. Pick      tricky bit. Children identify
    Letters and            tackle this is to encourage children   of each word and model            a card. Read it out.            the tricky bit.
    sounds Phase 6         to ‘Spellspeak’ the words (say         thinking through what is          Challenge a partner to
                           them in a way that makes the           known about the tricky            spell it. Use the card to       Play who wants to be a
                           spelling clear e.g. Jan yoo a ree)     phoneme. Continue until all       check each letter. Swap         millionaire and ask children to
                                                                  words are on the board.           roles.                          choose the correct one from
                                                                  Discuss which are the                                             four spellings e.g. Januery,
                                                                                               Page 28                                            Rosie Robinson Fairlight Primary School 2007
                                                                 hardest words to spell and          More able:                     Jannuary, January, Januairy.
                                                                 what could be useful                Use a dictionary to look up
                                                                 strategies.                         other words that begin with
                                                                 Create a poster showing             sept, oct, nov, dec.
                                                                 each of the months with ways        Record lists of these
                                                                 to remember them. E.g. use          words and their meanings.
                                                                 colours to highlight tricky bits    Investigate what these
                                                                 or common letter strings.           prefixes may mean.
                                                                 Draw pictures or symbols that
                                                                 may help. Handwrite words
                                                                 carefully to emphasise
                                                                 shapes. Record helpful
                                                                 mnemonics.
    Spell words with     To be able to do this children need     Write on the board ‘Knowing         Less able:                     Play what comes next.             Words from KS3 Literacy Progress Unit (Spelling)
4   the common
    endings –ight,
                         to have a concrete understanding
                         of the fact that letter strings that
                                                                 how to spell ice helps us to
                                                                 spell spice, police and notice.’
                                                                                                     Look at word cards and
                                                                                                     add sketchy pictures to
                                                                                                                                    Teacher writes the first letter
                                                                                                                                    of a word on the board plus a
                                                                                                                                                                      p99
                                                                                                                                                                      Flour, sour, weight, eight, police, notice, though,
    tion, ious, ial      are spelt the same way may not be                                           illustrate the meaning of      dash for each of the other        through, plough, fight, right, spice, ice, enough,
    ,ough                pronounced in the same way. If          Look at a selection of words.       each word. Arrange into        letters. Children guess which     colour, neighbour, favour, fought, thought, four,
                         they have not got this                  Ask children to spot letter         groups according to            letter may come next. If they     sight, knight, rough, cough.
    Spelling             understanding then they need            strings that crop up in more        spelling patterns. Practise    suggest a letter which does
    bankp29              more basic phonics revision.            than one word. Highlight            reading through quickly        not come next in the word but
    KS3 Literacy                                                 them. Explore the different         without making mistakes.       they can write up a word          Words from spelling bank
    Progress Unit                                                ways that they are                                                 which contains that sequence      light reaction infectious partial bough
    (Spelling) p96                                               pronounced in different             More able:                     of letters, they do not lose a    fight subtraction previous special although
                                                                 words.                              As for the rest of the class   point. If they suggest a string   night electrocution obvious official through
                                                                                                     but use the trickier words     of letters that is not used in    right promotion tedious racial cough
                                                                 Play pelmanism (pairs) or           from the spelling bank.        English, they lose a point and    bright devotion serious artificial rough
                                                                 snap, matching words that           Encourage children to          the teacher gains a point.        slight composition glorious financial tough
                                                                 have the same letter string.        investigate and question                                         fright ambition curious social enough
                                                                 Sort the cards into groups          and be sure what each of
                                                                 that contain the same letter        the words means.
                                                                 string.
    Revise high          Rules for making regular plurals        Recap rules for regular             Less able:                     Play the ‘Plural Rules Gnome      men, women, people, babies, children, friends,
    frequency            Most words - add s                      plurals.                            Work on adding plural          Game’                             animals, sheep,
    regular and          Words ending in hissing, shushing                                           endings to regular words.      http://www.bbc.co.uk/skillswis    teeth, feet, mice, geese
    irregular plurals.   or buzzing sounds – add es              Look at a selection of singular                                    e/words/spelling/plurals/plural   cacti, fungi, fish,
                         Words ending in –f or –fe change        words that would become             More able:                     rules/game.shtml
                         to -ves                                 irregular plurals. Ask children
                                                                 to put the word in a sentence       Play ‘The Plural Girls         Play consolidation games.
                         Irregular plurals need to be            and then try to make a plural       Game (Harder level)
                         learned individually.                   sentence.                           http://www.funbrain.com/cg     Ask children to look through
                                                                                                     i-bin/plur.cgi?A1=s&A2=2       their books and find correct
                         Strategies for learning spellings       Explain that these are                                             plurals (both regular and
                         Visual – look at the shape of the       irregular plurals and they will     There are some very tricky     irregular)
                         word, different letters/letter          need to be learned                  words in this game. Use
                         patterns in different colours, look                                         dictionaries to explore the
                         for words within words and draw         Give children independent           meanings of these words.
                         pictures (e.g. draw a fin with a nit    time to learn their chosen
                         crawling on it on top of the word       spellings using a method of
                         definite.                               their choice.
                         Kinaesthetic – practise writing the
                         word lots and lots of times (feel the   Use Look, Say, Cover, Write,
                         shape of the word. Use a finger to      Check (The Y3LS method) to
                         write the word in huge letters in the   practise.
                                                                                                   Page 29                                       Rosie Robinson Fairlight Primary School 2007
                         air or on the palm of the other
                         hand or on a partners back (can          Play a range of consolidation
                         they guess what the word is)             games e.g. Action replay,
                         Auditory – sing the spellings to         spelling challenge.
                         yourself, develop mnemonics (e.g.
                         Big Elephants Can Add Up Sums
                         Easily), use spellspeaking to say a
                         word the way it should be spelt.

                         Children will be able to devise a
                         wide range of their own strategies
                         including making books, posters
                         and boardgames.

    Recognise and        al-, af-, ad-, a- prefixes all belong    Read through a selection of       Less able:                      Mini whiteboard tests marking   adjective affix almighty aloft another asleep
5   spell the prefixes
    al-, af-, ad-, a-
                         to the same group and have
                         similar meanings. Other prefixes
                                                                  words. Ensure that all
                                                                  children know the meaning of
                                                                                                    Work with common or
                                                                                                    phonically regular words
                                                                                                                                    each letter.                    adverb affable alone aground abide awake
                                                                                                                                                                    admire affection almost afield aglitter alive
                         in this group include (ac-, ag-,an-,     all the words (encourage          e.g. away, awake, asleep,       Play who wants to be a          advance affect already aboard abloom alert
    Spelling             ap-, as-, at-) They can add the          them to ask if they don’t         alive, affect, apart,           millionaire.                    advise affluent always away afloat ablaze
    bankp30              meanings to, towards, near or in         know). Sort words out into        adjective, alone. Play                                          advent afflict altogether astride around apart
                         addition to onto the base word.          those that begin with al-, af-,   blending and segmenting         Play consolidation games.       addition affirm also adjoin although adjacent adjust
                                                                  ad-, a-. Discuss what each of     games.                                                          apart alive awake
                         ad- – just add                           the prefixes may mean and
                         af- – double the f.                      how they affect the base          More able: Use
                         al- - just add (warn children to fight   word. In particular look at       dictionaries. Create a
                         the temptation to put in two ls)         words beginning with af- and      much longer list of words
                         a- – just add                            al. Establish conventions.        with these prefixes and
                                                                                                    their meanings.
                         The prefix a- can also be used in        Play consolidation games.
                         another way. It can mean not or
                         without.

                         Some base words do not make
                         sense without the prefix.

    Revise past and      Many past tense verbs can be             Remind children what they         Less able:                      Encourage children to think     blow blew think thought eat ate grow grew fight
    present tense of     made by adding -ed. A few verbs          learned last term about           Use only a small selection      about what tense they are       fought can could throw threw buy bought go went
    irregular verbs.     are the same in the past and             irregular past tense verbs        of words that are simple to     writing in during the week.     know knew take took is was sing sang shake shook
                         present tense e.g. let and cut.          (the medial vowel often           decode e.g. eat, ate, take,                                     are were ring rang wear wore have had drink drank
    Spelling                                                      changes)                          took, ring, rang, drink,        Look at a piece of writing      tear tore does did begin began tell told get got feed
    bankp24              In Old English past tense was                                              drank, stink, stank, shoot,     where some verbs have been      fed sell sold hear heard meet met rise rose make
                         indicated by a change in medial          Do a brief test of some           shot. Given sentence            written in the wrong tense.     made creep crept write wrote sit sat keep kept ride
                         vowel e.g. blow/blew. Other words        irregular past tense verbs.       cards with present tense        Mark the writing and correct    rode shoot shot sleep slept drive drove teach taught
                         change even more completely e.g.         Ask each child to identify        sentences on them,              the verbs.                      sweep swept speak spoke catch caught weep wept
                         am/was.                                  some tricky words that they       children choose a card and                                      break broke bite bit find found give gave hide hid
                                                                  need to work on.                  rewrite the sentence in the     Play whole class or             wind wound see saw send sent swim swam dig dug
                         Most irregular verbs don’t follow a                                        past tense.                     independent consolidation       spend spent run ran slide slid bend bent
                         clear pattern and just have to be        Look at a few irregular past                                      games.
                         learned.                                 tense verbs. Discuss              More able: Use
                                                                  strategies for learning how to    dictonaries to think of other
                         Strategies for learning spellings        spell these words.                past tense words that end
                         Visual – look at the shape of the                                          in ‘ought’ or ‘aught’. Use a
                         word, different letters/letter           Give children independent         range of independent
                         patterns in different colours, look      time to learn their chosen        strategies (e.g.
                                                                                                Page 30                                          Rosie Robinson Fairlight Primary School 2007
                      for words within words and draw         spellings using a method of     mnemonics, shapes,
                      pictures (e.g. draw a fin with a nit    their choice.                   colours, pictures etc) to
                      crawling on it on top of the word                                       remember how to spell
                      definite.                               Use Look, Say, Cover, Write,    each of these words.
                      Kinaesthetic – practise writing the     Check (The Y3LS method) to
                      word lots and lots of times (feel the   practise.
                      shape of the word. Use a finger to
                      write the word in huge letters in the   Play a range of consolidation
                      air or on the palm of the other         games e.g. Action replay,
                      hand or on a partner’s back (can        spelling challenge.
                      they guess what the word is)
                      Auditory – sing the spellings to
                      yourself, develop mnemonics (e.g.
                      Big Elephants Can Add Up Sums
                      Easily), use spellspeaking to say a
                      word the way it should be spelt.

                      Children will be able to devise a
                      wide range of their own strategies
                      including making books, posters
                      and boardgames.




Year 4 Term 3
    Objectives         Subject knowledge/                     Ways to introduce                 Differentiation                Consolidation                          Example Words
                          conventions                          and suggested                         ideas                     (Plenaries and
                                                               main activitities                                                  follow up
                                                                                                                                 sessions)
    Explore the       The /zh/ phoneme – doesn’t occur        Look at words and identify      Less able:                    Play who wants to be a      Usually, television, usual, decision, pleasure,
1   occurrence of
    the less common
                      at the start or end of any English
                      words. Although, we have
                                                              the /zh/ phoneme. Sort word
                                                              cards into those where the
                                                                                              Pleasure, measure,
                                                                                              treasure, vision, division.
                                                                                                                            millionaire.                treasure, occasion, occasionally, decisions, division,
                                                                                                                                                        measure, beige, genre,
    phonemes /zh/     borrowed a few from other               phoneme is at the beginning,    Learn these words using a     Play consolidation games.
    and how these     languages e.g. genre, beige,            middle or end of the word.      method of their own
    phonemes are      rouge.                                  Discuss conventions.            choice.
    spelt at the
    beginning,        In the middle of a word it is           Learn words by playing Look,    More able:
    middle and end    generally spelt with a single ‘s’.      say, cover, write, check.       Give a selection of words
    of words.                                                                                 including those with the
                      As this phoneme isn’t very              Play consolidation games.       /zh/ phoneme, the /sh/
    Letters and       common children may confuse it                                          phoneme and the /j/
    sounds Phase 5    with similar phonemes e.g. /j/ in                                       phoneme.
                      rage and /sh/ in mission.                                               Usually, television, usual,
                      Encourage them to listen carefully                                      decision, pleasure,
                      to the sounds and think about the                                       treasure, occasion,
                      slightly different movements that                                       occasionally, decisions,
                      their mouths and throats are                                            division, measure, beige,
                      making                                                                  genre, session, mission,
                                                                                            Page 31                                     Rosie Robinson Fairlight Primary School 2007
                       NB: Some of the other phonemes                                               passion, discussion, rage,
                       in these words are fairly tricky.                                            change, strange.
                       You might want to practise them
                       before you try blending or                                                    Sort the words into the
                       segmenting in front of the class.                                            correct piles.
                                                                                                    Look at the spelling
                                                                                                    patterns for each of these
                                                                                                    phoneme. What spelling
                                                                                                    tips could they pass on to
                                                                                                    others for how to spell
                                                                                                    each of these phonemes?

Revise HF words        There are two distinct types of           Model the use of apostrophes       Less able:                   Show sentences with a            Its, it’s
with                   apostrophes.                              for possession.                    Given sentence cards with    missing word. Children show
apostrophes.           Apostrophes of possession to                                                 it’s/its missing, decide     on whiteboards whether its or
                       show that something belongs to            Model the use of apostrophes       which cards should have      it’s should be added.
Distinguish            someone. E.g. The chair’s leg.            for contraction by writing         its and which should have
between the two                                                  each letter of do not on           it’s.                        Children check through their
forms of its           Apostrophes of contraction where          separate squares of paper                                       books for places where they
(possessive - no       words are (usually) squashed              and stick them onto the            More able:                   have correctly used its and
apostrophe) and        together into one word and some           board. Model shuffling the         Write correct sentences      it’s in their work and correct
it’s (contracted ‘it   letters are removed.                      words together then remove         that each contain both       any mistakes.
is’)                                                             the second o, scrumple it up       versions of its and it’s.
Spelling bank          Actions can help to consolidate the       and form it into an
p37                    difference between these jobs             apostrophe shape. Stick it
                       A grabbing action to symbolise            back onto the board in the
                       apostrophes of possession and a           space that the o has left.
                       squashing action to symbolise             Stress that the apostrophe
                       apostrophes of contraction.               goes where the letters have
                                                                 been removed.
                       Common misconceptions
                       Children confuse the apostrophe s         Look at its and it’s. Try
                       of possession with simply adding s        putting them in sentences.
                       to make a plural. Make it clear           Stress that it’s should only
                       that apostrophes should not               have an apostrophe if it can
                       appear in plurals.                        be replaced with it is.

                       Apostrophes of contraction should         Write as many correct
                       be placed where the lettes are            sentences as possible
                       removed NOT where the two                 containing its in 10 minutes.
                       words have been joined together.          Write as many correct
                       Use the crumpled letter example           sentences as possible
                       (right) to make this clear.               containing it’s in 10 minutes.

                       Children make the logical
                       assumption that its signifies
                       possession and therefore should
                       be it’s. In fact its is similar to his,
                       hers, ours and theirs. It signifies
                       possession in its own right without
                       needing an apostrophe.




                                                                                                  Page 32                                      Rosie Robinson Fairlight Primary School 2007
    Spell words with   To be able to do this children need    Write on the board ‘Knowing        Less able:                     Play what comes next.             tough bear light out aunt practice
2   common letter
    strings but
                       to have a concrete understanding
                       of the fact that letter strings that
                                                              how to spell ice helps us to
                                                              spell spice, police and notice.’
                                                                                                 Look at word cards and
                                                                                                 add sketchy pictures to
                                                                                                                                Teacher writes the first letter
                                                                                                                                of a word on the board plus a
                                                                                                                                                                  rough hear might shout sausage notice
                                                                                                                                                                  enough wear right hour haunt police
    different          are spelt the same way may not be                                         illustrate the meaning of      dash for each of the other        cough learn bright pour autumn nice
    pronunciations.    pronounced in the same way. If         Look at a selection of words.      each word. Arrange into        letters. Children guess which     trough earn sight yours aura spice
    Spelling bank      they have not got this                 Ask children to spot letter        groups according to            letter may come next. If they     plough hearth tight would Laura twice
    p33                understanding then they need           strings that crop up in more       spelling patterns. Practise    suggest a letter which does       thought dear weight mourn sauce mice
    KS3 Literacy       more basic phonics revision.           than one word. Highlight           reading through quickly        not come next in the word but     though dreary freight four pause rice
    Progress Unit                                             them. Explore the different        without making mistakes.       they can write up a word          thorough weary height route cause dice
    (Spelling) p96                                            ways that they are                                                which contains that sequence      through fear fight journey because apprentice
                                                              pronounced in different            More able:                     of letters, they do not lose a    gear night could trauma Alice
                                                              words.                             As for the rest of the class   point. If they suggest a string
                                                                                                 but use the trickier words     of letters that is not used in
                                                              Play pelmanism (pairs) or          from the spelling bank.        English, they lose a point and
                                                              snap, matching words that          Encourage children to          the teacher gains a point.
                                                              have the same letter string.       investigate and question
                                                              Sort the cards into groups         and be sure what each of
                                                              that contain the same letter       the words means.
                                                              string.


    Further revision   There are two distinct types of        Model the use of apostrophes       Less able:                     Play Beat the clock and Who       I’m I’ll I’ve I’d can’t o’clock
    and extension of   apostrophes.                           for possession.                    Given word cards with          owns what as a whole class.       You’re You’ll You’ve You’d won’t ‘tis
    words with         Apostrophes of possession to                                              words with their expanded      Address misconceptions.           He’s He’ll He’s He’d shan’t ma’am
    apostrophes.       show that something belongs to         Model the use of apostrophes       forms and also in their                                          She’s She’ll She’s She’d aren’t mix ’n’ match
    Spelling bank      someone. E.g. The chair’s leg.         for contraction by writing         contracted forms eg. Do        Given a word with an              We’re We’ll We’ve We’d hadn’t Toys ‘R’ Us
    p19                                                       each letter of do not on           not and don’t. Play pairing    apostrophe children write         They’re They’ll They’ve They’d haven’t salt ’n’
    KS3 Literacy       Apostrophes of contraction where       separate squares of paper          games e.g. pelmanism or        sentences on their mini           vinegar
    Progress Unit      words are (usually) squashed           and stick them onto the            snap.                          whiteboards.                      couldn’t pick ’n’ mix
    (Spelling) p134    together into one word and some        board. Model shuffling the                                                                          weren’t tell ‘em
                       letters are removed.                   words together then remove         More able:                     Given sentences without
                                                              the second o, scrumple it up       Play ‘Beat the clock’ (Fast    correct and incorrectly used
                       Actions can help to consolidate the    and form it into an                speed) and ‘Who owns           apostrophes. Mark and
                       difference between these jobs          apostrophe shape. Stick it         what? (High level)’            correct them.
                       A grabbing action to symbolise         back onto the board in the         http://www.bbc.co.uk/skills
                       apostrophes of possession and a        space that the o has left.         wise/words/grammar/punct
                       squashing action to symbolise          Stress that the apostrophe         uation/apostrophes/game.s
                       apostrophes of contraction.            goes where the letters have        html
                                                              been removed.
                       Common misconceptions
                       Children confuse the apostrophe s      Show sentences and ask
                       of possession with simply adding s     children to use actions to
                       to make a plural. Make it clear        show whether the apostrophe
                       that apostrophes should not            in the sentence is one of
                       appear in plurals.                     contraction or possession.

                       Apostrophes of contraction should      Play ‘Beat the clock’ and
                       be placed where the lettes are         ‘Who owns what?’
                       removed NOT where the two              http://www.bbc.co.uk/skillswis
                       words have been joined together.       e/words/grammar/punctuation
                       Use the crumpled letter example        /apostrophes/game.shtml
                       (right) to make this clear.



                                                                                              Page 33                                        Rosie Robinson Fairlight Primary School 2007
    To learn how to      A root word or base word is a word    Model creating a word web.       Less able:                    Put a base word on the          Electric, electrical, electricity, electrician, electronic,
3   use knowledge
    of root words
                         to which prefixes or suffixes can
                         be added.                             Ask pupils to create word        Take the word play. Work
                                                                                                                              board. Children suggest
                                                                                                                              family words on mini
                                                                                                                                                              electrocute, electrocution, electrify, electrifying,
                                                                                                                                                              electrolysis.
    and word webs        A family of words is a set of words   webs for several words. Use      as a group on a large         whiteboards.
    to help spell        that can all contain the same root.   dictionaries to help.            sheet of paper. Create a                                      Child, children, childish, childless, childhood,
    families of          A word web is a kind of mind map                                       word web discussing how       Write up a word web with a      childlike, childishly.
    words.               showing different words in a word                                      to spell possible words.      missing root word. Children
                         family.                                                                                              discuss what the root word      Excite, excites, exciting, excited, excitement,
    KS3 Literacy         e.g. sign can be connected to                                                                        may be.                         excitedly, unexcited, overexcited, overexcitement.
    Progress Unit        signature, signatory                                                   More able:
    (Spelling) p120      assign, assignment, assignation,                                       Give the children the base    Discuss how knowledge of        Help, helps, helper, helpful, helpless, unhelpful,
                         reassign                                                               word sign. Explain that a     word families can help          helping, helped, helpfully, helplessly, helplessness,
                         consign, consignment, consigned                                        lot of the words in the       spelling.                       helpfulness
                         resign, resignation, resigning,                                        family have prefixes.
                         resigned                                                               Create word webs. Point                                       Play, plays, playing, playful, replay, playfulness,
                         design, designer, designing,                                           out that lots of the family                                   played, replayed, playtime, playmate,
                         designed, designation, designate,                                      words have prefixes.
                         redesign.
    Revise high          There are two very similar            Recap conventions or             Less able:                    Play whole class and            birthday, both, brother, clothes, earth, father,
    frequency words      phonemes                              introduce them if they haven’t   Using the same words as       independent consolidation       mother, something, think, those, thought, through,
    ‘th’ and ‘wh’        /th/ voiced as in this                been covered before              everyone else play            games.                          together, where, while, white, whole, why, without,
                         /th/ unvoiced as in breathe           (phoneme spotter stories and     blending and segmenting
                         Experiment with saying both           team sort)                       games. Explore the fact       Write sensible sentences
                         phonemes and think about how          Train children to work through   that some graphemes can       containing as many ‘th’ or
                         the mouth feels when saying each      the Route to Spelling – see      be pronounced in more         ‘wh’ words as possible. Who
                         one.                                  powerpoint                       than one way and develop      can get the highest score
                                                               1)Say the word                   strategies for dealing with   without losing sense.
                         Th and wh are digraphs. Two           2)Do I know how to spell it?     this.
                         letters represent one phoneme.        3)Which bits can I already
                                                               spell?                           More able:
                                                               4)What is the tricky             Starting with where, when,
                                                               phoneme?                         why, who, which, while
                                                               5)What do I know about the       generate word webs
                                                               tricky phoneme?                  around each of these
                                                               6)What is my best guess?         words. Compare with
                                                               7)Does it look right?            other people in the group.
                                                                                                Who has generated the
                                                               Play consolidation games         most words?
    Reccognise and       These are referred to as vowel        Make sure that children know     Less able:                    Do Look, say, cover, write,     breakable, adorable, instrumental, stationary,
4   spell the
    suffixes: -ible, -
                         suffixes (since they begin with
                         vowels)
                                                               the terms: vowel, consonant,
                                                               base word, suffix.
                                                                                                Stick to just adding –able.
                                                                                                Look at break, drink, sink,
                                                                                                                              check as a class.               attractive, lovable, likable, valuable, audible,
                                                                                                                                                              respectable, laughable, visible, invisible, capable,
    able,                Base words have to have a final –     Recap the four facts you         love, like.                   Share words that the more       flexible, washable, drinkable, reliable, miserable,
    Spelling bank        e or –y dropped before a vowel        need to know about suffixes      Read these words. Decide      able group have found where     recyclable, variable, terrible, horrible
    p35                  suffix is added.                            q) what they mean          which can have –able          the e does not need to be
                                                                     r)    what they do         added onto the end. Write     dropped.                        agreeable, changeable, manageable,
                         Some of these base words can be             s) how to spell them       in sentences.                                                 unmanageable,
                         hard to detect as they already              t)    how to add them                                    Read out base words.
                         have suffixes attached.               Experiment with adding able      More able:                    Children write –able or –ible
                                                               and ible suffixes to base        Give word cards showing       on whiteboards to show
                         It can be hard to know when to        words.                           changeable, manageable,       which can be added.
                         add –ible to a word and when to       Write up the base word in        unmanageable.
                         add –able. If you are able to do      one colour and add the suffix    Investigate: Can you find
                         something then you usually add –      in a different colour.           more words where the e
                         able. If not, add –ible.              Establish any changes that       doesn’t need to be
                                                                                            Page 34                                        Rosie Robinson Fairlight Primary School 2007
                         Also removing the –able suffix          have to be made before            dropped before adding
                         usually leaves a recognisable base      adding the suffix. (see left)     able. Can you find
                         word, removing the –ible suffix         Model choosing whether to         strategies for remembering
                         doesn’t.                                add –ible or –able.               these words?

                         If you really aren’t sure which to      Play spelling challenge.
                         use –able is the best guess since it
                         occurs in more words.

                         Some of these words may be
                         unfamiliar to the children. Use this
                         as an opportunity to expand their
                         vocabulary.
    Explore silent       Silent letters are referred to as       Look at knife, whale, thumb,      Less able:                       Play consolidation games.        Examples of words with silent letters
    letters as the       unsounded consonants in Letters         write. Underline the              Use the same cards as                                             knuckle gnomes write rhyme plumb calf knee gnat
    tricky bits in       and Sounds.                             unsounded consonant.              everyone else play a pairs       Read out four words (3           wrapper rhubarb dumb half knit gnaw wrong wheat
    words                                                        Model spellspeaking these         game e.g. pelmansim or           without unsounded                numb calm knickers gnu wrist whale bomb salmon
                         In a lot of cases we have               words.                            snap.                            consonants and 1 with)           knob gnash wreck when tomb chalk knife gnarled
    Spelling bank        unsounded consonants in words                                                                              Children write the word with     wretch whine lamb folk knight wrestle rhino thumb
    p11.                 because spoken English has              Sort words into groups with       More able:                       the unsounded consonant on       yolk knock wrapper honest crumb could knot wrinkle
    KS3 Literacy         changed more quickly than written       the same silent letters.          Sort words into groups with      their whiteboards.               chemist debt would kneel sword whirl doubt should
    Progress Unit        English. In the past many of these                                        the same letters. Identify                                        know answer
    (Spelling) p112.     words would have been                   Model using Look, say, cover,     conventions.                     Play ‘Silent Invaders’ game
                         pronounced as they are written.         write, check to learn these                                        http://www.bbc.co.uk/skillswis
                                                                 words (Y3LS version)                                               e/words/spelling/soundandsp
                         Unsounded b often occurs after m                                                                           ell/silentletters/game.shtml
                         or before t                             Remind children that for the
                         Unsounded k and g occur before          say part they should
                         n                                       spellspeak these words.
                         Unsounded l follows vowels
                         Unsounded w ofter precedes r.

                         Spellspeaking is a useful strategy
                         for learning these words.

                         Unsounded consonants can also
                         be thought of as working together
                         with another letter as a digraph. So
                         kn, mb, wr all make one sound just
                         as th does.
    Reccognise and       Remind children of earlier rules for    Collect occupation names          Less able:                       Play who wants to be a           inflation decision vibration division dictation
5   spell the
    suffixes: -tion, -
                         adding suffixes
                         e.g. the final e of a base word is
                                                                 that end with ‘shun’. Record
                                                                 them on the board and note
                                                                                                   Look at some simple base
                                                                                                   words. Confuse, explode,
                                                                                                                                    millionaire.                     supervision temptation explosion education
                                                                                                                                                                     corrosion expectation confusion conservation
    sion and cian.       removed                                 that they end in –cian.           decide, subtract, attract,       Play consolidation games.        creation television variation conclusion
                         y changes to i.                         Write up explosion,               deflect, extend. Segment                                          pronunciation collision punctuation extension
    Spelling bank                                                substitution. Ask children to     and determine what the                                            qualification navigation magician physician, optician
    p36                  These suffixes often change verbs       suggest what the base words       final phoneme is. If it is /d/                                    electrician musician explosion decision attraction
    KS3 Literacy         into nouns.                             are. Repeat with division,        or /s/ then add sion, if not,                                     addition subtraction multiplication division politician
    Progress Unit                                                subtraction. Identify             add tion.
    (Spelling) p74       cian – where base words end in c        conventions for using these
                         mainly occupational words               suffixes.                         More able:
                         sion – words that end with /d/ or /s/                                     Investigate to find more
                         tion – most other words – often         Play spelling challenge.          words with ‘shun’ suffixes.
                         comes after a long vowel.               Ensure that children think        Sort them into groups
                                                                                                 Page 35                                         Rosie Robinson Fairlight Primary School 2007
                                                               about what the base word          according to whether they
                                                               would be and follow the           are –cian, -tion, -sion.
                                                               conventions.                      Are there any exceptions
                                                                                                 to the conventions that we
                                                                                                 identified earlier?
    To learn to spell                                          Recap conventions or              Less able:                         Play whole class and           Examples of cross-curricular words, e.g.
    cross curricular                                           introduce them if they haven’t    Using the same words as            independent consolidation      conjunctions and
    words, e.g.                                                been covered before               everyone else play                 games.                         time/sequence words: if, so, while, though, since,
    conjunctions and                                           (phoneme spotter stories and      blending and segmenting                                           when, because; first, then, after, meanwhile, from,
    time/sequence                                              team sort)                        games. Explore the fact            Write sensible sentences       where, until, finally,
    words.                                                     Train children to work through    that some graphemes can            containing as many ‘th’ or     eventually, suddenly
                                                               the Route to Spelling – see       be pronounced in more              ‘wh’ words as possible. Who    Plus any words that tie in to your cross curricular
                                                               powerpoint                        than one way and develop           can get the highest score      work.
                                                               1)Say the word                    strategies for dealing with        without losing sense.
                                                               2)Do I know how to spell it?      this.
                                                               3)Which bits can I already
                                                               spell?                            More able:
                                                               4)What is the tricky              Ask the group to hoose ten
                                                               phoneme?                          cross curricular words that
                                                               5)What do I know about the        they find tricky. Write them
                                                               tricky phoneme?                   onto word cards and play
                                                               6)What is my best guess?          consolidation games.
                                                               7)Does it look right?

                                                               Play consolidation games




Year 5 Term 1
    Objectives           Subject knowledge/                    Ways to introduce                   Differentiation                      Consolidation                              Example Words
                            conventions                         and suggested                           ideas                           (Plenaries and
                                                                main activitities                                                          follow up
                                                                                                                                          sessions)
    To learn how to     Phoneme – The smallest unit of         Say some words. Ask               Less able:                         Play countdown as a whole      w/i/n/d/ow, s/n/ai/l, b/r/ea/d, t/ea/ch, l/igh/t, h/a/pp/y,
1   use phonemes
    to spell tricky
                        sound                                  children to show with their
                                                               fingers how many phonemes
                                                                                                 Using simple words /sh/i/p,
                                                                                                 /ch/i/p, /f/i/sh, /f/l/a/sh,
                                                                                                                                    class.                         b/e/n/d/y, b/r/ea/k, u/m/b/r/e/ll/a, ch/i/m/n/ey,
                                                                                                                                                                   s/ch/oo/l, c/l/ou/d, t/r/ai/n, sh/ou/t, th/i/ng, t/ea/ch/er,
    words.              Grapheme – A way of writing a          there are in each word.           /c/r/i/s/p/, /h/e/l/p, /th/i/ck,   Play phoneme fingers.          c/o/ff/ee, sh/ow/er
                        phoneme. It may be one letter or       Write the words. Draw in          /s/t/i/ck, s/t/i/n/k, /sh/o/ck.
    KS3 Literacy        more than one.                         sound buttons. Model              Play blending and                  Play finish it.
    Progress Unit                                              blending them together to         segmenting games e.g.
    (Spelling) p20      A digraph is two letters that make     read the word.                    quick write, countdown.
                        up one phoneme eg. Th, ck.
    Letters and                                                Given word cards children         More able:
    sounds Phase 6      If children have not learned very      play action replay in groups.     Investigate: How many
                        much phonics in the past they can      Check together on accuracy        digraphs can you find that
                        find it very hard to segment words.    and discuss difficulties.         are used in English?
                        They will want to tell you letter
                        names that they think should be in
                        the word instead of the actual
                        sounds they can hear. If this is the
                                                                                               Page 36                                                Rosie Robinson Fairlight Primary School 2007
                        case, they will need lots of practise
                        with oral blending and segmenting.
    To learn to spell                                           Recap conventions or               Less able:                         Play whole class and             Examples of cross-curricular words
    cross curricular                                            introduce them if they haven’t     Using the same words as            independent consolidation
    words,                                                      been covered before                everyone else play                 games.
                                                                (phoneme spotter stories and       blending and segmenting
                                                                team sort)                         games. Explore the fact            Write sensible sentences
                                                                Train children to work through     that some graphemes can            containing as many of the
                                                                the Route to Spelling – see        be pronounced in more              learned words as possible.
                                                                powerpoint                         than one way and develop           Who can get the highest
                                                                1)Say the word                     strategies for dealing with        score without losing sense?
                                                                2)Do I know how to spell it?       this.
                                                                3)Which bits can I already
                                                                spell?                             More able:
                                                                4)What is the tricky               Ask the group to hoose ten
                                                                phoneme?                           cross curricular words that
                                                                5)What do I know about the         they find tricky. Write them
                                                                tricky phoneme?                    onto word cards and play
                                                                6)What is my best guess?           consolidation games.
                                                                7)Does it look right?

                                                                Play consolidation games
    Learn how to        Syllable = chunks or beats of           Introduce what syllables are.      Less able: As for everyone         Play clap and count as a         Gar/den, mis/tle/toe, cat/a/pult, ad/ven/ture,
2   sound out words
    into syllables.
                        sound that make up words.               Ask children to clap out the
                                                                syllables in their names.
                                                                                                   else but stick to simple
                                                                                                   polysyllabic words.
                                                                                                                                      class.                           ger/a/ni/um, hos/pit/al, bas/ket, car/a/van, can/dle,
                                                                                                                                                                       bal/con/y, skate/board, tel/e/phone, tel/e/vi/sion,
                        Syllables normally have a vowel or                                         Un/happ/y, rain/bow,               Play ‘Syllable factory’          cin/e/ma, vid/e/o, cheese/burg/er, dic/tion/a/ry,
    KS3 Literacy        a y in them.                            Play ‘Syllable factory’            lem/on/ade, paint/ing,             http://www.bbc.co.uk/skillswis   en/cyc/lo/pae/di/a
    Progress Unit                                               http://www.bbc.co.uk/skillswis     hol/i/day, a/way, slow/ly,         e/words/spelling/soundandsp
    (Spelling) p28      Clapping out the beat whilst saying     e/words/spelling/soundandsp        stopp/ing, un/der/stand/ing,       ell/syllables/game.shtml
                        a word can help in identifying the      ell/syllables/game.shtml           fish/ing,
                        syllables.                                                                                                    Encourage children to use
                                                                Model using Clap and count         More able: Play clap and           clap and count to help when
                        Some children can get confused          to spell words.                    count challenge like               attempting to spell all words
                        between syllables and phonemes          1)Say a word                       everyone else. Additional          during the week. Ask pupils
                        – make the distinction clear.           2)Clap out the syllables           challenge. Record any              to find examples where they
                        Remind them that phonemes are           3)Draw a short line for each       syllables that are                 have done this.
                        not beats so you can’t clap them        syllable                           particularly difficult to spell.
                        out.                                    3)Try to write one phoneme         What is it that makes them
                                                                at a time by segmenting them       tricky? (They will either
                        Insist that children always follow      4)Leave any tricky syllables til   have a silent
                        the clap and count routine before       last                               letter/unsounded
                        you will help them with tricky          5)Does the whole word look         consonant or they will have
                        spellings. This will help them to       right.                             an unstressed vowel
                        see that they can spell the majority                                       sound.)
                        of the word independently. They         Scoring
                        may only need help with one letter.     1 point for the correct number
                                                                of syllables/lines
                                                                1 point for each correct
                                                                syllable.
                                                                e.g. a 4 syllable word has a
                                                                maximum of 5 points.

                                                                Children play the clap and
                                                                count challenge game.
                                                                                                Page 37                                            Rosie Robinson Fairlight Primary School 2007
                                                                  In groups: Take it in turns to
                                                                  take a word card and read it
                                                                  out. The others all write it on
                                                                  whiteboards using clap and
                                                                  count. Check against the
                                                                  cards. Keep score.
    To be able to         /ae/                                    Introduce the phoneme.            Less able:                      Play consolidation games          mate, late, day, wait, eight, estate, fails, later, trails,
    hear the long         Best guess is a_e                       Read a phoneme spotter            Work on the same words          e.g. who wants to be a            snail, day, waiting, ages, safe, frustrate, fate, late,
    /ae/ phoneme          ay is most common at the end of a       story e.g. Ask Di. Identify all   as everyone else but play       millionaire, spelling             day, grades, stayed, lays, makes, plate, baked, lake,
    and know its          word                                    the /ai/ phonemes in the          blending and segmenting         challenge, action replay etc.     state, play, arcade, change, say, rage, day, case,
    most common           ai is only found in the middle of a     story. Establish some of the      games e.g. phoneme                                                aches, grey, steak, break, great, weight, table
    spellings.            word.                                   different possible graphemes      frame, quickwrite,              Ask children to look through
                                                                  for /ai/.                         countdown.                      their books and find correctly
    KS3 Literacy          Other graphemes include:                                                                                  spelt /ue/ and /oo/ phonemes
    Progress Unit         ai (table), ay (tray), a (table), a_e   Children play a word sorting      More able:                      – and correct any incorrect
    (Phonics) p14         (cake), ey (grey), eigh (eight), ea     game e.g. team sort.              Given the same words as         words.
                          (steak)                                                                   everyone else plus an
                                                                  Identify the best guesses for     assortment of prefix and
                                                                  spelling this phoneme in          suffix cards. Children
                                                                  different parts of words.         experiment with which
                                                                                                    words can have which
                                                                                                    prefixes and suffixes
                                                                                                    added and which cannot.
                                                                                                    Explore why this is the
                                                                                                    case. Produce an A4
                                                                                                    poster showing genuine
                                                                                                    words that they have
                                                                                                    created.
    Investigate,          Most words - add s                      Look at words e.g. school,        Less able:                      More able group share the         Ash(es), spoon(s), catch(es), rope(s), chair(s),
3   collect and
    classify spelling
                          Words ending in hissing, shushing
                          or buzzing sounds – add es
                                                                  ruler, game, trainer. Discuss
                                                                  how to make plural (+s).
                                                                                                    Given base word cards.
                                                                                                    Play blending and
                                                                                                                                    irregular plural words that
                                                                                                                                    they have been investigating.
                                                                                                                                                                      fish(es), brush(es), church(es), scarf(scarves),
                                                                                                                                                                      glass(es), fax(es), thief(thieves), tune(s),
    patterns in           Words ending in –f or –fe change        Look at watch, witch, glass,      segmenting games.                                                 sandwich(es), half(halves), table(s), wolf(wolves),
    pluralisation, e.g.   to -ves                                 kiss. Discuss how to make         Support children to listen to   Play consolidation games.         watch(es), book(s), loaf(loaves), box(es), card(s),
    add s to most         There are exceptions to these           these plural and what is          the final phoneme in each                                         leaf(leaves), inch(es), kiss(es), wife(wives),
    words                 rules                                   different about these words in    word and listen out for /f/     Show a text containing lots of    badge(s), bench(es), knife(knives), case(s),
    Add es to words       E.g. mice, lice, fish, chiefs, roofs    comparison with the first set     phonemes and also               plurals with some deliberate      match(es).
    ending in –s, -sh,                                            of words.                         hissing, buzzing and            mistakes. Children identify
    -ch                   Also words that end in double f         Look at calf, elf and wife.       shushing sounds.                mistakes.
    Change f to ves       e.g. cliffs and cuffs.                  Discuss how to make these
                                                                  plural.                           More able:                      Play ‘The Plural Girls Game’
    KS3 Literacy                                                                                    Given a selection of            http://www.funbrain.com/cgi-
    Progress Unit                                                 Given a selection of singular     irregular plural words          bin/plur.cgi?A1=s&A2=1
    (Spelling) p2                                                 word cards. Children sort         Mice, lice, fish, sheep,
                                                                  them into three groups            deer, cacti, fungi. Look for    Play the ‘Plural Rules Gnome
                                                                  depending on which                patterns. Ask children to       Game’
                                                                  convention would apply when       find more irregular plural      http://www.bbc.co.uk/skillswis
                                                                  making the word plural.           words that follow similar       e/words/spelling/plurals/plural
                                                                                                    patterns. Use dictionaries.     rules/game.shtml
                                                                  Children choose a word card
                                                                  and write a sentence using
                                                                  the singular word and another
                                                                  one using the plural word.



                                                                                                  Page 38                                        Rosie Robinson Fairlight Primary School 2007
    To be able to       /ee/                                        Introduce the phoneme.            Less able:                      Play consolidation games         teeth, teaching, complete, meat, feeding, leads,
    identify the /ee/   Best guess in the middle of a word          Read a phoneme spotter            Work on the same words          e.g. who wants to be a           extremely, originally, been, prehistory, scene, really,
    phoneme and         is ea or ee.                                story e.g. Mysterious thief       as everyone else but play       millionaire, spelling            screen, beaten, money, extremely, very, leak, thief,
    know its most       y is common at the end of a word            steals teeth. Identify all the    blending and segmenting         challenge, action replay etc.    beach, need, sea, grief, expertise, deep, leaves,
    common                                                          /ee/ phonemes in the story.       games e.g. phoneme                                               chief, see, creeping, reach, belief, repeated, seen,
    spellings.          Other graphemes include:                    Establish some of the             frame, quickwrite,              Ask children to look through     seated, received, seated, week, we, asleep, dream,
                        ee (bee), ea (eat), e (me), y               different possible graphemes      countdown.                      their books and find correctly   meet, heat, he, keep, eat, deep, treated.
    KS3 Literacy        (rainy), ey (key), e_e (swede), ie          for /ee/.                                                         spelt /ee/ phonemes – and
    Progress Unit       (thief(                                                                       More able:                      correct any incorrect words.
    (Phonics) p34                                                   Children play a word sorting      Explain that there are a
                                                                    game e.g. team sort.              range of less common
                                                                                                      graphemes for the /ee/
                                                                    Identify the best guesses for     phoneme: ey, e_e, ie. Ask
                                                                    spelling this phoneme in          children to find as many
                                                                    different parts of words.         words as possible with
                                                                                                      these graphemes. Give
                                                                                                      them the rule ‘i before e
                                                                                                      except after c’. Do the
                                                                                                      words that they find stick to
                                                                                                      this rule?
    Investigate,        Pluralisation of words ending in y          Look at fairy, pony, monkey,      Less able:                      Play consolidation games.        Experiment with turning the the following words into
4   collect and
    classify spelling   Words ending in consonant
                                                                    tray                              Use the same words and
                                                                                                      play blending and               Mini whiteboard tests. Give
                                                                                                                                                                       plurals:
                                                                                                                                                                       army, toy, party, turkey, ray, boy, journey, fairy,
    patterns in         followed by y - Change the y to an          Turn all these words into         segmenting games e.g.           children a singular word and     story, donkey, berry, trolley, jelly, abbey, chimney,
    pluralisation,      i and add es                                plurals. Ask why you have         sound buttons, quickwrite.      ask them to write the plural     display, family, daisy, day, pony, enemy, cities, tries,
    When y is           Words ending in vowel + y – add             done different things to each                                     on their whiteboards.            lorries, worries, cries, babies, parties, puppies,
    preceded by a       s.                                          of these pairs of words.          More able:                                                       lollies, jellies
    consonant                                                       Agree on conventions.             Explain that there are
    change to ies,                                                                                    some other less common
    when y is                                                       Use Look, say, cover, write,      categories of plural words.
    preceded by a       Words ending in o (more able                check.                            Ask children to think of
    vowel add s.        activity)                                                                     singular words ending in o
                                                                                                      and investigate what
    KS3 Literacy        Older words tend to add es e.g.                                               happens when they are
    Progress Unit       potatoes                                                                      made plural. Use
    (Spelling) p10                                                                                    dictionaries.
                        Newer words tend to add s e.g.                                                e.g. tomato(es), potato(es),
                        radios.                                                                       radio(s), patio(s).

    To be able to       /ie/                                        Introduce the phoneme.            Less able:                      Play consolidation games         Fight, giants, slices, right, tonight, behind, eye,
    identify the /ie/   Best guess is the split digraph i_e         Read a phoneme spotter            Work on the same words          e.g. who wants to be a           guides, time, line, hide, striker, spite, mind, crisis,
    phoneme and         igh is most common in words that            story e.g. Live on Football       as everyone else but play       millionaire, spelling            cry, hype, kind, write, find, remind, nine, shines,
    know its most       end in t (except sigh, high)                Tonight KS3 Literacy              blending and segmenting         challenge, action replay etc.    flying, realise, fine, sublime, my, quite, tries, heights,
    common                                                          Progress Unit (Phonics) p59       games e.g. phoneme                                               describe, live, I, high, lie.
    spellings.          Graphemes include:                          . Identify all the /ie/           frame, quickwrite,              Ask children to look through
                                                                    phonemes in the story.            countdown.                      their books and find correctly
    KS3 Literacy        ie (pie), igh (light), y (fly), i (blind)   Establish some of the                                             spelt /ie/ phonemes – and
    Progress Unit       i_e (bike)                                  different possible graphemes      More able:                      correct any incorrect words.
    (Phonics) p54                                                   for /ie/.                         Given the same words as
                                                                                                      everyone else plus an
                                                                    Children play a word sorting      assortment of prefix and
                                                                    game e.g. team sort.              suffix cards. Children
                                                                                                      experiment with which
                                                                    Identify the best guesses for     words can have which
                                                                                                    Page 39                                        Rosie Robinson Fairlight Primary School 2007
                                                                   spelling this phoneme in          prefixes and suffixes
                                                                   different parts of words.         added and which cannot.
                                                                                                     Explore why this is the
                                                                                                     case. Produce an A4
                                                                                                     poster showing genuine
                                                                                                     words that they have
                                                                                                     created.
    Learn that           Antonym prefixes change the               Look at a selection of base       Less able:                    Antonym prefixes can make        Experiment with adding anti-, un-, im-, il-, ir-, in- to
5   antonym prefixes
    change the
                         meaning to the opposite.                  words on the board. Add the
                                                                   appropriate prefixes in a
                                                                                                     Unfair, unkind, antiseptic,
                                                                                                     anticlimax, untidy,
                                                                                                                                   words negative and are can
                                                                                                                                   be used in arguments. Ask
                                                                                                                                                                    the following words:
                                                                                                                                                                    Opened, accurate, solved, expected, decent,
    meaning of a         Anti- – means against                     different colour. Discuss         unhelpful, undone,            children to suggest and spell    capable, convenient, mobile, biotic, regular, social,
    word so that it      in-, un-, ir-, im-, il- mean not          patterns and agree on the         antibiotic. Play blending     words with antonym prefixes      rational, capable, responsible, credible, practical,
    means the                                                      rule about double letters.        and segmenting games          which could be used as           freeze, legal, employed, literate, septic, legible,
    opposite             il- is usually added to base words                                          e.g. phoneme fingers,         insults in these situations      climax, fair, comfortable, excusable, qualified,
    Anti-means           beginning with l                          Give children a selection of      countdown.                    Mother to rude son (untidy,      possible, cyclone, reasonable, concerned, polite,
    against ;            ir- is usually added to base words        base word cards and play                                        antisocial, unfair, impolite)    body, clockwise.
    in-, un-, ir-, im-   beginning with r (there are               Prefix match.                     More able:                    Unkind teacher to lazy pupil
    and il- mean not.    exceptions e.g. unreliable.               Write each of the prefixes on     Investigate the use and       (inattentive, incapable,
                         im—is often added to base words           a whiteboard as header            meaning of other prefixes     undisciplined)
    KS3 Literacy         beginning with p.                         columns. Sort the base            e.g. pro-, re-, sub-, sus-.   Employer to poor employee
    Progress Unit                                                  words into the correct piles.     Use dictionaries. Create      (unpunctual, unkind,
    (Spelling) p46       It can be very difficult to know                                            lists of words and            unhelpful)
                         whether to use un- or in- These                                             meanings and look for         Play consolidation games.
                         words need to be learned                                                    patterns and conventions
                                                                                                     for adding these prefixes.
                         If the last letter of the prefix is the
                         same as the first letter of the base
                         words then both letters stay and
                         the final word will have a double
                         letter.
    To be able to        /oe/                                      Introduce the phoneme.            Less able:                    Play consolidation games         Choke, bloke, blown, crow, show, hose, cloak, soak,
    identify the /oe/    Best guess is the split digraph o_e       Read a phoneme spotter            Work on the same words        e.g. who wants to be a           hope, hole, hoax, radio, stole, robe, phobia, lobe,
    phoneme and          Other common spellings include            story e.g. On the Phone KS3       as everyone else but play     millionaire, spelling            croak, globe, gloat, foe, slowly, alone, lonely,
    know its most        oa at the beginning and in the            Literacy Progress Unit            blending and segmenting       challenge, action replay etc.    process, soldier, slope, tomorrow, chose, clothes,
    common               middle of words                           (Phonics) p77                     games e.g. phoneme                                             grow, growth, co-ordinate, role, control, stereo,
    spellings.           ow is common at the end of words.         Identify all the /oe/ phonemes    frame, quickwrite,            Ask children to look through     charcoal, component, flow chart, flow, sew, modem,
    KS3 Literacy                                                   in the story. Establish some      countdown.                    their books and find correctly   photocopy, poem, patrol, goal, scroll, whole, soul,
    Progress Unit        Graphemes include:                        of the different possible                                       spelt /ie/ phonemes – and        throw, below, spoke, provoke, token, bingo, over,
    (Phonics) p72                                                  graphemes for /oe/.               More able:                    correct any incorrect words.     potato, oak, moan, groan, toast, throat, coal,
                         oa (oak), o (gold), ow (snow), oe                                           Given the same words as                                        shadow, gold, old, vote, woke, tone, bowl, close.
                         (toes), o_e (rope), ough (dough)          Children play a word sorting      everyone else plus an
                                                                   game e.g. team sort.              assortment of prefix and
                                                                                                     suffix cards. Children
                                                                   Identify the best guesses for     experiment with which
                                                                   spelling this phoneme in          words can have which
                                                                   different parts of words.         prefixes and suffixes
                                                                                                     added and which cannot.
                                                                                                     Explore why this is the
                                                                                                     case. Produce an A4
                                                                                                     poster showing genuine
                                                                                                     words that they have
                                                                                                     created.



                                                                                                   Page 40                                      Rosie Robinson Fairlight Primary School 2007
Year 5 Term 2
    Objectives           Subject knowledge/                   Ways to introduce                  Differentiation                 Consolidation                                 Example Words
                            conventions                        and suggested                          ideas                      (Plenaries and
                                                               main activitities                                                    follow up
                                                                                                                                   sessions)
    To learn that,      Syllables that contain a short        Revise the difference            Less able                      Using flashcards or IWB,           Try adding –ing, -er, -ed to the following words and
1   when building on
    a single syllable
                        vowel sound followed by a
                        consonant have the consonant
                                                              between long and short vowel
                                                              sounds. Look at a selection
                                                                                               Use same words as the
                                                                                               rest of the class. Play
                                                                                                                              show word cards in quick
                                                                                                                              succession. Whole class
                                                                                                                                                                 experiment with whether or not the final consonant
                                                                                                                                                                 needs to be doubled:
    word with a         doubled when –ing, -ed, -er are       of contrasting words from the    blending and segmenting        reads aloud or take it in turns.   Drop, burn, rain, hum, hop, grab, beep, drag, feel,
    vowel before the    added.                                word list. How do we say         games e.g. Countdown,          Mini whiteboard spelling           lift, mark
    last consonant,                                           them? How do we know how         Quickwrite.                    tests, small group rehearsal
    you need to         If there are already two              to say them? Play whole                                         games. Write sentences
    double the last     consonants e.g. lift then ing/ed/er   class rehearsal game e.g.        More able                      containing 4 given words.
    letter.             can just be added on.                 Look, say, cover, write,         Given the same word            Who wants to be a
    KS3 Literacy                                              check.                           cards as everyone else         millionaire.
    Progress Unit       This needs to be learned as a                                          plus dictionaries, carry out
    (Spelling) p38      reading skill so that when children   Activities                       an investigation. Which
                        see a double letter they can use it   Given base words, sort them      double letters are common
                        as a clue to make the preceding       into those that will have the    in English and which do
                        vowel sound short. Equally when       consonant doubled and those      not occur in the English
                        there is no double consonant this     that won’t.                      language.
                        can be a clue that the vowel          Experiment with adding –ing,
                        should be long.                       -ed, -er onto these words.
                                                              Which make real words?
                        There are odd words out like          Which don’t’? Why?
                        focu(s)sing and focus(s)sed,
                        where there are legitimate            Play small group rehearsal
                        alternatives.                         games e.g. Spelling
                                                              challenge.
                        Where words already end with a
                        double consonant e.g. putt, spill –
                        just add –ing, -ed

                        There are a few ‘ar’ words, like
                        pulsar, beggar.



    To be able to       Some materials combine the /ue/       Introduce the phoneme.           Less able:                     Play consolidation games           true, views, approve, you, uniform, fume, education,
    identify the /ue/   sound and the /oo/ sound. Others      Read a phoneme spotter           Work on the same words         e.g. who wants to be a             cruel, school, blue, few, shoes, knew, rude, useless,
    phoneme and         treat them separately.                story e.g. Rude Youth.           as everyone else but play      millionaire, spelling              clue, food, crude, amuse, fools, prude, do, huge,
    know its most       This is a tricky phoneme with lots    Identify all the /ue/ phonemes   blending and segmenting        challenge, action replay etc.      lose, to, tune, moody, conclude, youth, newspaper
    common              of alternative graphemes.             in the story. Establish some     games e.g. phoneme
    spellings.          /ue/                                  of the different possible        frame, quickwrite,             Ask children to look through
    KS3 Literacy        At the end of a word best guess is    graphemes for /ue/.              countdown.                     their books and find correctly
    Progress Unit       ew                                                                                                    spelt /ue/ and /oo/ phonemes
    (Phonics) p90       In the middle of a word u_e           Children play a word sorting     More able:                     – and correct any incorrect
                                                                                             Page 41                                        Rosie Robinson Fairlight Primary School 2007
                       At the beginning of a word u           game e.g. team sort.                Given the same words as         words.
                                                                                                  everyone else plus an
                       /oo/                                   Identify the best guesses for       assortment of prefix and
                       At the end of the word – ue            spelling this phoneme in            suffix cards. Children
                       In the middle of a word - oo           different parts of words.           experiment with which
                                                                                                  words can have which
                                                                                                  prefixes and suffixes
                                                                                                  added and which cannot.
                                                                                                  Explore why this is the
                                                                                                  case. Produce an A4
                                                                                                  poster showing genuine
                                                                                                  words that they have
                                                                                                  created.
    To learn that      These are referred to as vowel         Make sure that children know        Less able:                      Do Look, say, cover, write,    Seasonal, revolutionary, exceptional, terrible,
2   base words
    which end in
                       suffixes (since they begin with
                       vowels)
                                                              the terms: vowel, consonant,
                                                              base word, suffix.
                                                                                                  Given a selection of words
                                                                                                  break, drink, sink, road,
                                                                                                                                  check as a class.              medical, breakable, adorable, instrumental,
                                                                                                                                                                 stationary, attractive, edible, decorative, sonic,
    consonants are     Base words ending in consonants        Recap the four facts you            frog, plate, pink, old, blue,   Write four words on the        atomic, dictionary, historical, reliable, detective,
    unchanged when     are unchanged.                         need to know about suffixes         love, like.                     board. 3 real and 1 made up.   additional, angelic, horrible, occasional.
    vowel suffixes                                                  u) what they mean             Read these words. Decide        Can the class identify the
    are added.         Base words drop the final –e or              v) what they do               which can have –able            fake word? Repeat.
    To learn that      have –y change to -i before a                w) how to spell them          added onto the end. Write
    base words drop    vowel suffix is added.                       x) how to add them            in sentences.                   Cloze procedure writing
    the final –e or                                                                                                               challenge KS3 Literacy
    change the –y to   Some of these base words can be        Experiment with adding vowel        More able:                      Progress Unit (Spelling) p83
    an –i before       hard to detect as they already         suffixes to base words.             Given the same base
    taking a vowel     have suffixes attached.                Write up the base word in           words that everyone else        Give children sentences
    suffix.                                                   one colour and add the suffix       has been working on plus        containing some of these
    KS3 Literacy       It can be hard to know when to         in a different colour.              examples of base words          words. The children draw
    Progress Unit      add –ible to a word and when to        Establish any changes that          and suffixes. Experiment        pictures to show that they
    (Spelling) p56     add –able. If you are able to do       have to be made before              with adding various             understand what the words
                       something then you usually add –       adding the suffix. (see left)       prefixes and suffixes to        mean. Or vice versa – look
                       able. If not, add –ible.                                                   base words to make the          at pictures and ask the
                       Also removing the –able suffix         Play suffix match. Give a           longest ‘real’ word             children to write sentences
                       usually leaves a recognisable base     base word – children write          possible. Use dictionaries      about the pictures using
                       word, removing the –ible suffix        possible suffixes on                to check. E.g. un + lov(e)      some of the words they have
                       doesn’t.                               whiteboards.                        + able                          been learning.
                                                                                                  addition + al + ly
                       Quite a few of these words may be      Play suffix bingo. Give
                       unfamiliar to the children. Use this   children Bingo cards KS3
                       as an opportunity to expand their      Literacy Progress Unit
                       vocabulary.                            (Spelling) p81. Read out
                                                              possible suffixes. Children
                                                              colour a word in if that suffix
                       able/-ible – Mean capable or
                                                              could be added to it.
                       worthy of, fit for; tending to,
                       causing, given to, or liable to

                       -al – when added to a verb means
                       – the action or result of the verb
                       e.g. deny – denial

                       -al – when added to a noun –
                       becomes an adjective e.g. nation –

                                                                                                Page 42                                        Rosie Robinson Fairlight Primary School 2007
                    national.

                    -ary – pertaining to, connected
                    with

                    -ic – turns the base word into an
                    adjective

                    -ist – denotes a person by
                    describing a key duty or belief

                    -ive – turns the base word into an
                    adjective meaning tending towards
                    the base word
Recall the most     /ae/                                                                     Less able                      Mini whiteboard test. Praise       See sections for each of the long vowel phonemes –
common              Most common overall a_e               Recap conventions or                                              children who are clearly using     earlier in Y5.
spellings of the    ai usually found in the middle of a   introduce them if they haven’t     Use same words as rest of      route to spelling – not just
long vowel          word.                                 been covered before                class. Play snap where a       guessing.
phonemes /ai/,      ay usually found at the end of a      (phoneme spotter stories and       pair is two cards containing   Play Who wants to be a
/ee/, /ie/, /oe/,   word                                  team sort)                         the same long vowel sound      millionaire to reinforce looking
/ue/.                                                     Train children to work through     but not necessarily the        at a word to see if it is right.
Select the          /ee/ Best guesses                     the Route to Spelling – see        same grapheme.
correct or ‘best    End of a word – y                     powerpoint                                                        Give each child in a pair a
guess’ spelling     Middle of a word – ee or ea           1)Say the word                     More able                      different cloze spelling test.
of these long                                             2)Do I know how to spell it?       As for everyone else but       Complete. Partners swap
vowel               /igh/ Best guesses                    3)Which bits can I already         include more words with        and are then given an answer
phonemes.           Middle of a word - i_e                spell?                             less common graphemes.         sheet so they can mark their
KS3 Literacy        Could also be igh – but this is       4)What is the tricky               E.g. receive, thief, grief,    partner’s test. KS3 Literacy
Progress Unit       usually followed by t.                phoneme?                           belief, chief, complete,       Progress Unit (Phonics)
(Phonics) p108                                            5)What do I know about the         scene, fight, tonight, high,
                    End of a word - y                     tricky phoneme?                    tight, hype, height, eye
                    Less common possibilities - ie, igh   6)What is my best guess?
                                                          7)Does it look right?
                    /oe/
                    In the middle of a word – Best        Give word cards with a
                    guess = o_e                           selection of words for children
                    Other possibilities o or oa           to spell using route to
                    At the end of a word – Best guess     spelling. In pairs children test
                    = ow                                  one another. Turn into a
                    Another possibility is ough           game with points scored for
                                                          correct spellings and
                    At the beginning of a word – Best     deducted for spellings that
                    guess = o or oa.                      are not valid graphemes.

                    Some materials combine the /ue/
                    sound and the /oo/ sound. Others
                    treat them separately.
                    This is a tricky phoneme with lots
                    of alternative graphemes.
                    /ue/
                    At the end of a word best guess is
                    ew
                                                                                        Page 43                                           Rosie Robinson Fairlight Primary School 2007
                          In the middle of a word u_e
                          At the beginning of a word u

                          /oo/
                          At the end of the word – ue
                          In the middle of a word - oo
    Learn how to          Remind children of earlier rules for    Collect occupation names           Less able:                       Play who wants to be a            extension, explosion, attraction, optician, magician,
3   choose and spell
    ‘shun’ suffixes
                          adding suffixes
                          e.g. the final e of a base word is
                                                                  that end with ‘shun’. Record
                                                                  them on the board and note
                                                                                                     Look at some simple base
                                                                                                     words. Confuse, explode,
                                                                                                                                      millionaire.                      musician, attention, proportions, decision, reduction,
                                                                                                                                                                        fraction, electrician, collision, confusion, physician,
    correctly.            removed                                 that they end in –cian.            decide, subtract, attract,       Play consolidation games.         transfusion
    -sion is often        y changes to i.                         Write up explosion,                deflect, extend. Segment
    used when the                                                 substitution. Ask children to      and determine what the
    base word ends        These suffixes often change verbs       suggest what the base words        final phoneme is. If it is /d/
    in –d/-de or –s/-     into nouns.                             are. Repeat with division,         or /s/ then add sion, if not,
    se.                                                           subtraction. Identify              add tion.
    -cian is often        cian – where base words end in c        conventions for using these
    used when base        mainly occupational words               suffixes.                          More able:
    words end in –c       sion – words that end with /d/ or /s/                                      Investigate to find more
    (common in            tion – most other words – often         Play spelling challenge.           words with ‘shun’ suffixes.
    occupations).         comes after a long vowel.               Ensure that children think         Sort them into groups
    -tion is used                                                 about what the base word           according to whether they
    after a long a                                                would be and follow the            are –cian, -tion, -sion.
    vowel.                                                        conventions.                       Are there any exceptions
    KS3 Literacy                                                                                     to the conventions that we
    Progress Unit                                                                                    identified earlier?
    (Spelling) p64
    To be able to         /oi/                                    Ask children to generate           Less able                        Children divide mini              destroy, spoiled, recoil, annoying, boys, enjoyed,
    identify the /oi/     Beginning or middle – oi                rhyming words for boy                                               whiteboards into 2, with          coin, oil, foil, join, boiling, coil, deploy, boy, toy,
    phoneme and           End of words - oy                       Ask children to generate           Use same words as rest of        headings oi, oy                   enjoy, annoy, employ, groin, boil, toil, spoil, despoil
    know its most                                                 rhyming words for coin.            class. Play blending and         Words are read out and
    common                                                                                           segmenting games e.g.            children write them in the
    spellings.            This is a quick and easy phoneme        Identify conventions.              sound buttons, finish it etc.    correct section.
    KS3 Literacy          to learn how to spell.                  Experiment with adding
    Progress Unit                                                 s/ed/ing onto the base words.      More able:                       Consolidation games e.g.
    (Phonics) p166        Graphemes                               Establish that the spelling of     Challenge the group to find      Spelling challenge, Action
                          oi (boil), oy (toy)                     /oi/ doesn’t change when           as many words as they can        replay.
                                                                  base words are added.              containing /oi/. They can
                                                                                                     add suffixes, prefixes etc
                                                                  Play consolidation games           onto words they have been
                                                                                                     given. They can use
                                                                                                     dictionaries but incorrect
                                                                                                     spellings cannot be
                                                                                                     counted.

    Learn to use          To be able to do this children need     Write on the board ‘Knowing        Less able:                       Play what comes next.             Flour, sour, weight, eight, police, notice, though,
4   letter strings (-
    our, -ough, -ight,
                          to have a concrete understanding
                          of the fact that letter strings that
                                                                  how to spell ice helps us to
                                                                  spell spice, police and notice.’
                                                                                                     Look at word cards and
                                                                                                     add sketchy pictures to
                                                                                                                                      Teacher writes the first letter
                                                                                                                                      of a word on the board plus a
                                                                                                                                                                        through, plough, fight, right, spice, ice, enough,
                                                                                                                                                                        colour, neighbour, favour, fought, thought, four,
    -ice) to help spell   are spelt the same way may not be                                          illustrate the meaning of        dash for each of the other        sight, knight, rough, cough.
    unknown words.        pronounced in the same way. If          Look at a selection of words.      each word. Arrange into          letters. Children guess which
    KS3 Literacy          they have not got this                  Ask children to spot letter        groups according to              letter may come next. If they
    Progress Unit         understanding then they need            strings that crop up in more       spelling patterns. Practise      suggest a letter which does
    (Spelling) p96        more basic phonics revision.            than one word. Highlight           reading through quickly          not come next in the word but
                                                                  them. Explore the different        without making mistakes.         they can write up a word
                                                                  ways that they are                                                  which contains that sequence
                                                                                                  Page 44                                          Rosie Robinson Fairlight Primary School 2007
                                                             pronounced in different            More able:                     of letters, they do not lose a
                                                             words.                             As for the rest of the class   point. If they suggest a string
                                                                                                but use the trickier words     of letters that is not used in
                                                             Play pelmanism (pairs) or          from the spelling bank.        English, they lose a point and
                                                             snap, matching words that          Encourage children to          the teacher gains a point.
                                                             have the same letter string.       investigate and question
                                                             Sort the cards into groups         and be sure what each of
                                                             that contain the same letter       the words means.
                                                             string.


    To be able to       /ow/                                 Introduce the phoneme.             Less able:                     Play consolidation games          Proud, now, town, clout, outside, fountain, abound,
    identify the /ow/   At end or followed by –n or –ns –    Read a phoneme spotter             Work on the same words         e.g. who wants to be a            crowded, eyebrow, row, shouts, cloudy, brown,
    phoneme and         ow                                   story e.g. Playground              as everyone else but play      millionaire, spelling             spout, sound, louder, how, cow, now, sow, plough,
    know its most       In all other words – ou              Intruder. KS3 Literacy             blending and segmenting        challenge, action replay etc.     brow, out, about, shout, snout, stout, doubt, round,
    common                                                   Progress Unit (Phonics)            games e.g. phoneme                                               found, astound, confound, bound, frowned,
    spellings.          Graphemes                            p181. Identify all the /ow/        frame, quickwrite,             Ask children to look through      drowned, clown, frown, down, drown
    KS3 Literacy        ow (brown), ou (out), ough           phonemes in the story.             countdown.                     their books and find correctly
    Progress Unit       (plough)                             Establish some of the                                             spelt /ue/ and /oo/ phonemes
    (Phonics) p178                                           different possible graphemes       More able:                     – and correct any incorrect
                                                             for /ow/.                          Given the same words as        words.
                                                                                                everyone else plus an
                                                             Write these words on the           assortment of prefix and
                                                             board                              suffix cards. Children
                                                             How, out, round, brown             experiment with which
                                                             Ask children to generate           words can have which
                                                             rhyming words for each of          prefixes and suffixes
                                                             these words. Check in a            added and which cannot.
                                                             dictionary if necessary. Look      Explore why this is the
                                                             at different spellings and         case. Produce an A4
                                                             identify conventions and any       poster showing genuine
                                                             exceptions.                        words that they have
                                                                                                created.
    Learn the           Homophones are words that            Look at a selection of             Less able:                     Given a sentence, children        there, their, they’re, grate, great, blew, blue, peace,
5   spellings and
    meanings of
                        sound the same but have different
                        meanings and spellings.
                                                             homophones eg. By, buy,
                                                             bye. Put them into
                                                                                                Be, bee, see, sea, great,
                                                                                                grate, hole, whole
                                                                                                                               write the homophone on their
                                                                                                                               mini whiteboards – check
                                                                                                                                                                 piece, pane, pain, be, bee, new, knew, right, write,
                                                                                                                                                                 through, threw, hole, whole, see, sea, no, know,
    common                                                   sentences. Discuss the             Orally segment each            each letter.                      morning, mourning, I, eye, in, inn, heard, herd,
    homophones.         Homophones depend on regional        difference in meanings and         phoneme. Write one                                               might, mite, place, plaice, eyes, ice, for, four.
    KS3 Literacy        accents.                             the difference in spellings.       version of the homophone       Look at a selection of
    Progress Unit                                            Explore strategies for             in a phoneme frame.            sentences, mark the ones
    (Spelling) p86      e.g. in some accents our and hour    remembering the different          Repeat with the                where the homophones have
                        are homophones. In other accents     homophones (e.g. There,            corresponding phoneme.         been used incorrectly.
                        our and are sound the same.          their, they’re song on Beat it     Which part of the word         Correct them.
                                                             CD)                                doesn’t change.
                        In some accents of and have are                                                                        Play consolidation games
                        homophones. This needs to be         Given word cards with a            More able:                     e.g. Spelling challenge.
                        talked about as they are both very   selection of homophones            Players take it in turns to
                        high frequency words.                children work in pairs to take     write a sentence. 1st          Various online games e.g.
                                                             a card. They have one              player must write one          Homophone pairs game
                                                             minute to work on it. If they      containing there, 2nd player   http://www.bbc.co.uk/skillswis
                                                             can a) Say the word correctly      their ,3rd player theyr’re     e/words/spelling/recognising/
                                                             in a sentence – 1 point.           and so on. Correct             homophones/game.shtml
                                                             b) say and spell a                 sentence 1 point. Incorrect
                                                             corresponding homophone –          sentences -1 point.
                                                                                              Page 45                                       Rosie Robinson Fairlight Primary School 2007
                                                                 2 points                                                          Sounds the same
                                                                 c) Write on whiteboards a                                         http://www.bbc.co.uk/schools/
                                                                 correct sentence for each of                                      starship/english/games/word_
                                                                 the corresponding                                                 jumbler/small_sound/standar
                                                                 homophones – 3 points.                                            d.shtml

                                                                                                                                   Super Match Game
                                                                                                                                   http://teacher.scholastic.com/
                                                                                                                                   activities/adventure/grammar
                                                                                                                                   5.htm#

    To be able to       /ar/                                     Ask children to suggest           Less able: Using the same       Discuss the fact that in some    Harm, car, charm, arm, farm, bar, park, dark, March,
    identify the /ar/   Best guess is – ar                       words that rhyme with car         words play blending and         parts of the country people      garden, party, parcel, star, start, fast, past, cast, ask,
    phoneme and         With southern accents,words like         and cart. Discuss how /ar/ is     segmenting games e.g.           pronounce fast, chance etc       chance, grass, bath, palm, father, calm, balm, heart,
    know its most       fast, past, grass have an /ar/           spelt when it is in different     phoneme frame,                  with a short vowel. Discuss      half, aren’t, can’t,
    common              sound that is simply – a                 positions in the word.            countdown etc.                  how this could help us to
    spellings.                                                                                                                     remember to spell them just
    KS3 Literacy        Practising saying these words with       Read a phoneme spotter            More able:                      with an a.
    Progress Unit       a northern accent can help to learn      story e.g. Heartbreak Dance.      Write a poem to help
    (Phonics)p188       these spellings. It is a useful way      Identify /ar/ phonemes.           remember spelling               Recite the poem written by
    Letters and         of spellspeaking.                        Establish the graphemes that      patterns. E.g. the first        the more able group.
    sounds Phase 5                                               can represent the phoneme.        verse could have lines
                        A few words have – al                                                      ending with charm, farm,        Discuss ways to remember
                        Heart is a unique exception – ear        Play a sorting game.              harm. The second with           how to spell heart correctly.
                                                                                                   palm and calm. The third
                                                                                                   with past, fast, cast etc.      Play consolidation games.




Year 5 Term 3
    Objectives           Subject knowledge/                      Ways to introduce                   Differentiation                  Consolidation                                Example Words
                            conventions                           and suggested                           ideas                       (Plenaries and
                                                                  main activitities                                                      follow up
                                                                                                                                        sessions)
    Learn strategies    An unstressed vowel is a vowel           Look at a selection of words      Less able:                      Whole class Look, say, cover,    carpet, hospital, definite, interest, mathematics,
1   for spelling
    unstressed
                        which cannot be clearly heard in
                        normal pronunciation. E.g. In
                                                                 e.g. dic/tion/a/ry, fam/i/ly,
                                                                 com/pan/y, mis/er/a/ble.
                                                                                                   Take a small selection of
                                                                                                   words: carpet, hospital,
                                                                                                                                   write, check.                    Wednesday, holiday, business, secretary, vegetable,
                                                                                                                                                                    January, Saturday, company, February, skeleton,
    vowels in           many accents, when saying                Ask children how many             holiday, vegetable,             Play consolidation games         dictionary, explanatory, flattery, library, marvellous,
    polysyllabic        fam/i/ly, the first and last syllables   syllables there are in these      different, literacy, lottery,   e.g. Who wants to be a           offering, difference, generous, interest, literacy,
    words.              are stressed. The middle syllable        words. Explain that some          pencil. Practise                millionaire                      miserable, boundary, poisonous, deafening,
    KS3 Literacy        is not stressed. The vowel can’t         syllables are unstressed so       spellspeaking these words.                                       different, factory, interested, reference, stationary,
    Progress Unit       be heard clearly. It is therefore        that we can’t hear them           Play blending and               Give children 3 or 4 of these    stationery, prosperous, jewellery, primary, general,
    (Spelling) p104     impossible to work out, from its         clearly. Mark in where the        segmenting games. When          words and ask the children to    voluntary, lottery
    Letters and         sound, how to spell it.                  actual syllables are. Highlight   blending to read blend the      combine them into one
    sounds Phase 6                                               the unstressed syllables.         graphemes together to           complex sentence. Mark
                        Three useful strategies for learning     Explain that we can’t clearly     make the spellspeaking          each letter.
                        words with unstressed vowels.            hear the vowels in these          word then convert to the
                        1)Spellspeaking (saying the word         syllables. Therefore we           correct punctuation.
                        as you would spell it) e.g. wed-         need other strategies to help
                                                                                                Page 46                                         Rosie Robinson Fairlight Primary School 2007
                        nes-day                                  us to learn how to spell these      More able:
                        2)Finding words within words e.g.        words.                              Children independently
                        Pan in company.                                                              choose which of these
                        For visual learners encourage            Model using spellspeaking,          words cause them
                        them to develop a mental image           words within words and              difficulties. Rehearse
                        e.g. A large factory with hundreds       Mnemonics to help learn             those words and put them
                        of pans being carried out of it.         these words                         into sentences.
                        3)Mnemonics e.g. I am in my
                        family.                                  Give children a selection of
                                                                 words with unstressed
                        Warning: Some children really            vowels. Ask them to decide
                        enjoy the challenge of making up         for each word which of the
                        mnemonics. However they can              three strategies is most
                        get very complicated, far removed        helpful in learning that word.
                        from the original word and
                        extremely hard to remember.              Spellspeaking – practise
                        Teach mnemonics in a structured          saying the word
                        way. Maybe get children to               Word within words – highlight
                        evaluate some mnemonics (good            the small words. Draw
                        and bad) as to how effective they        pictures if possible (see left)
                        would be.                                Mnemonics – invent and
                                                                 record the mnemonic

    To be able to       /er/                                     Look at doctor, teacher,            Less able:                    Play consolidation games         editor, character, third, doctor, shoulder, actor,
    identify the /er/                                            smaller, farmer, actor,             Concentrate on regular –er    e.g. who wants to be a           sailor, cleaner, farmer, father, quaver, sister, brother,
    phoneme and         There are lots of different              regular. Listen to the final        endings. Father, mother,      millionaire.                     shorter, mother, teacher, footballer, absurd, heard,
    know its most       graphemes for this phoneme.              phoneme and list possible           brother, sister, September,                                    fern, writer, author, regular, passenger, were, longer,
    common              Don’t be put off there are also lots     graphemes.                          October, November,            Give children four words and     taller, louder, greater, calendar, scholar, director,
    spellings.          of helpful conventions                   Generate rhyming words for          December, longer, teacher.    ask them to write them in one    burn, scanner, predator, processor, sensor, traitor,
    KS3 Literacy                                                 bird, fern, dirt. Add to the list   Play blending and             sentence. Mark each letter.      server, monitor, laughter, computer, discover,
    Progress Unit       Best guess in the final position – er    of possible graphemes.              segmenting games.                                              recover, consider, deliver, happier, further, answer,
    (Phonics)) p202     (particularly months, seasons,                                                                             Assess how well children         daughter, earn, centre, metre, dirt, sadder, carer,
    Letters and         family words, comparatives)              Play sorting game e.g. team         More able:                    have grasped these               word, learn, larger, pert, driver, rather, worm,
    sounds Phase 6                                               sort.                               Since this is a tricky        conventions. There is a lot to   summer, winter, September, thirty, burst, worst,
                        Common spellings in the middle of                                            phoneme it could be           remember. This phoneme           shirt, purse, kerb, skirt, stern, hurt, thirsty, Thursday,
                        words                                    Identify conventions.               helpful to have more able     may need to be revisited.        early
                        ir                                                                           children working in mixed
                        ur                                                                           ability groups to scaffold
                        er                                                                           others.

                        Best guess at the beginning of
                        words – ear

                        Best guess for words to do with
                        measurement e.g. metre – re

                        Graphemes
                        er (herbs), ir (girl), ur (purse), ear
                        (earth), or (worm), our (armour), re
                        (centimetre), ar (regular)
    To understand       Base words with a split digraph          Look at hop and hope.               Less able:                    Shared reading of passages       Experiment with adding –ed, -ing, -ful, -less to the
2   why some words
    drop –e when
                        lose their final e when a suffix
                        beginning with a vowel e.g. –ed or
                                                                 Discuss what happens when
                                                                 –ing is added to either word.
                                                                                                     Using base words and
                                                                                                     words with suffixes e.g.
                                                                                                                                   with a range of words. Model
                                                                                                                                   reading words e.g. riding,
                                                                                                                                                                    following words.
                                                                                                                                                                    Hop, hope, help, hate, slip, love, slide, bite, like,
    their ending is     –ing is added. They don’t lose the                                           come, coming, hate,           ridding, hoping, hopping,        stride, fear, lick, power, rage, hide, make, come,
                                                                                                  Page 47                                       Rosie Robinson Fairlight Primary School 2007
changed.          e when consonant suffixes are           Identify conventions.               hating, help, helpful, fear,      snipping, sniping etc.       move, care, change, strike
KS3 Literacy      added.                                                                      fearless, hope, hopeful.
Progress Unit                                             Given base words and suffix         Play pairs games e.g.             Play consolidation games.
(Phonics) p138                                            cards e.g. –ing, -ed, -ful, -less   pelmanism, snap.
Letters and       Encourage children to think of the                                                                            Write sentences including
sounds Phase 6    role of the split digraph in reading.   Try matching up base words          More able:                        some of the words we have
                  This may help them to understand        and suffix cards. Which             Same as main activity with        learned. Mark each letter.
                  why it isn’t needed any more.           work? Which don’t? Which            one extra challenge. Find
                                                          words follow the                    additional words that could
                  In a one syllable word e.g. hope.       conventions?                        have each of the suffixes
                  The split digraph indicates that the                                        added. Use dictionaries.
                  word should be read with the long
                  vowel sound /oe/ as opposed to
                  the word hop which has the short
                  vowel sound /o/
                  When ing is added. The words are
                  hopping and hoping. In these
                  words the double consonant
                  indicates that the word has a short
                  /o/ phoneme. The lack of the
                  double consonant indicates that
                  the long vowel consonant /oe/
                  should be used. Therefore the e
                  isn’t needed any more.
                  When adding –ed to a verb it is
                  worth pointing out that this can be
                  pronounced in three different ways
                  /t/, /d/, or /i/d/ depending on the
                  base word.
                  This will help children when they
                  are blending or segmenting words
                  that end in –ed.

                  /t/ - clapped, washed.
                  /d/ - cleaned, loved
                  /i/d/ - needed, landed

To be able to     There are a lot of different            Generate rhyming words for          Less able:                        Play whole class             Small, drawn, ignore, more, fought, stall, awful,
identify the      spellings of this phoneme. There        law, jaw, wall, talk. Identify a    Using a selection of high         consolidation games.         score, or, ought, law, scrawny, tore, ordinary,
/au/or/ phoneme   are no clear cut conventions A lot      range of graphemes.                 frequency/common words                                         brought, saw, shawl, core, for, thought, draw,
and know its      of these words simply need to be                                            Or, for, saw, ball, more,         Assess children carefully.   August, floor, forty, court, raw, authority, door, torn,
most common       practised.                              Emphasise how many                  your, door, born, fork,           Which spelling patterns      tour, crawl, automatic, chalk, short, four, dawn,
spellings.                                                different graphemes there are       short, sport, storm, horse,       cause problems? Revisit.     taunt, stalk, lord, pour, scrawl, audible, talk, cork,
KS3 Literacy      /au/or/                                 for this phoneme.                   north, torch, yawn, paw,                                       mourn, awkward, haunt, walk, horse, sure, awe,
Progress Unit     At the beginning of the word it is                                          claw, draw, straw, talk,                                       author, corn, naughty, pure, claw, sauce, scorn,
(Phonics) p224    likely to be aw, or, au                 Play team sort. Establish that      walk, wall, tall, small, stalk,                                taught, daughter, lawn, store, order, caught, fall.
Letters and                                               there are some rough                walking, morning, popcorn,
sounds Phase 6    At the end of a word                    conventions but no clear cut        forget, forgot, forty, August,
                  Common alternatives aw, or, our,        ones. Stress that these             autumn
                  ore                                     words need to be learned.
                                                                                              Play blending, segmenting
                  In the middle of the word there are     Look, say, cover, write, check      games
                  many possibilities.                     (Y3LS method)
                                                                                              More able:
                                                                                         Page 48                                             Rosie Robinson Fairlight Primary School 2007
                         augh and ough spellings are                                              Play team sort. Identify
                         usually followed by t.                                                   those conventions that it is
                                                                                                  possible to establish.
                         Graphemes
                         aw (claw), awe (awe), or (fork), au
                         (haul), our (four), ore (more), a
                         (wall), oor (door), al (talk), ure
                         (sure), ought (bought), augh
                         (caught),
    Learn how to         Silent letters are referred to as       Look at knife, whale, thumb,     Less able:                     Play consolidation games.        Knit, dumb, whale, wrapper, which, numb, wrist,
3   investigate, spell
    and read words
                         unsounded consonants in Letters
                         and Sounds.
                                                                 write. Underline the
                                                                 unsounded consonant.
                                                                                                  Use the same cards as
                                                                                                  everyone else play a pairs     Read out four words (3
                                                                                                                                                                  kneel, wreck, lamb, school, know, crumb, write,
                                                                                                                                                                  white, knight, tomb, honest, knuckle, wrinkle, bomb,
    with unsounded                                               Model spellspeaking these        game e.g. pelmansim or         without unsounded                chemist, wrong, knock.
    consonants           In a lot of cases we have               words.                           snap.                          consonants and 1 with)
    KS3 Literacy         unsounded consonants in words                                                                           Children write the word with
    Progress Unit        because spoken English has              Sort words into groups with      More able:                     the unsounded consonant on
    (Spelling)p112       changed more quickly than written       the same silent letters.         Sort words into groups with    their whiteboards.
                         English. In the past many of these                                       the same letters. Identify
                         words would have been                   Model using Look, say, cover,    conventions.                   Play ‘Silent Invaders’ game
                         pronounced as they are written.         write, check to learn these                                     http://www.bbc.co.uk/skillswis
                                                                 words (Y3LS version)                                            e/words/spelling/soundandsp
                         Unsounded b often occurs after m                                                                        ell/silentletters/game.shtml
                         or before t                             Remind children that for the
                         Unsounded k and g occur before          say part they should
                         n                                       spellspeak these words.
                         Unsounded l follows vowels
                         Unsounded w ofter precedes r.

                         Spellspeaking is a useful strategy
                         for learning these words.

                         Unsounded consonants can also
                         be thought of as working together
                         with another letter as a digraph. So
                         kn, mb, wr all make one sound just
                         as th does.
    Use learned          Make it clear that neither adults       Recap conventions spelling       Less able:                     Dictated sentences test.         boy, week, noise, poking, girl, order, school, out,
    conventions and      nor other children will help anyone     conventions learned so far –     Given word cards, (see                                          each, enter, found, tapping, for, spelling, stopped,
    strategies to        else with a spelling (in any lesson)    see brain bank KS3 Literacy      right) play Action replay      Test children on words they      jumped, week, pinned, holding, tried, start, checked,
    make strong          unless a child has first tried to use   Progress Unit (Phonics)p274                                     are probably unfamiliar with.    coat, steal, time, searched, hiding, stunned, right,
    choices when         a spelling strategy. This will help     Recap strategies for spelling    More able:                     Ask them to reflect on what      white, arm, showed, down, huge, corner, stolen,
    spelling             them to see that they can usually       unfamiliar words                                                strategies they used.            compete, hidden.
    unknown words        spell most of a word and also help      e.g. Clap and count              Reflect on strategies that
    KS3 Literacy         them to identify tricky bits. Mini-     Route to spelling                they find most useful.         Look through books and ask
    Progress Unit        whiteboards are great for this.         Recalling memory jogs e.g.       Create a ‘My favourite         children to identify what
    (Phonics)p242                                                spellspeaking, words within      strategies’ fact sheet that    strategies they have used to
                         You may need to introduce this          words, mnemonics etc.            details how to use the         help them to spell different
                         through role play.                                                       strategies and the kinds of    words. Highlight in different
                                                                 Carry out cloze activity         words they are most useful     colours.
                                                                 KS3 Literacy Progress Unit       for.
                                                                 (Phonics)p245-254
    Learn how to         A root word or base word is a word      Model creating a word web.       Less able:                     Put a base word on the           Electric, electrical, electricity, electrician, electronic,
4   use knowledge
    of root words
                         to which prefixes or suffixes can
                         be added.                               Ask pupils to create word        Take the word play. Work
                                                                                                                                 board. Children suggest
                                                                                                                                 family words on mini
                                                                                                                                                                  electrocute, electrocution, electrify, electrifying,
                                                                                                                                                                  electrolysis.
                                                                                                Page 49                                       Rosie Robinson Fairlight Primary School 2007
    and word webs          A family of words is a set of words   webs for several words. Use      as a group on a large          whiteboards.
    to help spell          that can all contain the same root.   dictionaries to help.            sheet of paper. Create a                                       Child, children, childish, childless, childhood,
    families of            A word web is a kind of mind map                                       word web discussing how        Write up a word web with a      childlike, childishly.
    words.                 showing different words in a word                                      to spell possible words.       missing root word. Children
    KS3 Literacy           family.                                                                                               discuss what the root word      Excite, excites, exciting, excited, excitement,
    Progress Unit          e.g. sign can be connected to                                                                         may be.                         excitedly, unexcited, overexcited, overexcitement.
    (Spelling)p120         signature, signatory                                                   More able:
                           assign, assignment, assignation,                                       Give the children the base     Discuss how knowledge of        Help, helps, helper, helpful, helpless, unhelpful,
                           reassign                                                               word sign. Explain that a      word families can help          helping, helped, helpfully, helplessly, helplessness,
                           consign, consignment, consigned                                        lot of the words in the        spelling.                       helpfulness
                           resign, resignation, resigning,                                        family have prefixes.
                           resigned                                                               Create word webs. Point                                        Play, plays, playing, playful, replay, playfulness,
                           design, designer, designing,                                           out that lots of the family                                    played, replayed, playtime, playmate,
                           designed, designation, designate,                                      words have prefixes.
                           redesign.
    To learn to spell                                            Recap conventions or             Less able:                     Play whole class and            Examples of cross-curricular words
    cross curricular                                             introduce them if they haven’t   Using the same words as        independent consolidation
    words,                                                       been covered before              everyone else play             games.
                                                                 (phoneme spotter stories and     blending and segmenting
                                                                 team sort)                       games. Explore the fact        Write sensible sentences
                                                                 Train children to work through   that some graphemes can        containing as many ‘th’ or
                                                                 the Route to Spelling – see      be pronounced in more          ‘wh’ words as possible. Who
                                                                 powerpoint                       than one way and develop       can get the highest score
                                                                 1)Say the word                   strategies for dealing with    without losing sense.
                                                                 2)Do I know how to spell it?     this.
                                                                 3)Which bits can I already
                                                                 spell?                           More able:
                                                                 4)What is the tricky             Ask the group to hoose ten
                                                                 phoneme?                         cross curricular words that
                                                                 5)What do I know about the       they find tricky. Write them
                                                                 tricky phoneme?                  onto word cards and play
                                                                 6)What is my best guess?         consolidation games.
                                                                 7)Does it look right?

                                                                 Play consolidation games
    Know a range of        Strategies that can be helpful in     Recap strategies that have       Less able:                     Look at a word, ask children    Words that can be spelt using different strategies:
5   ways to deal with
    difficult spellings.
                           spelling words (and words they
                           could be used for
                                                                 been learned so far. Give
                                                                 examples.
                                                                                                  Use a selection of words.
                                                                                                  Skeleton, grate, stare,
                                                                                                                                 for possible strategies.        Homophones – there, here
                                                                                                                                                                 Words within words – vegetable, definite
    To know which          Homophone knowledge – here,                                            notice, minibus, carrot,       Mini whiteboard test. Mark      Analogy – delight, neighbour
    strategies to          there                                                                  here, there, delight, fright   each word.                      Roots – microscope, aquarium
    choose to spell        Words within words – vegetable,       Look at a selection of words.                                                                   Sounding out phonemes – parliament. Geography,
    particular words       definite                              Use the different strategies     Play blending and              Given three words put them      environment
    in personal            Analogy and letter strings –          as headers and sort the          segmenting games e.g.          into a sentence.                Syllables – literature, Wednesday
    writing.               delight, neighbour                    words by strategies that could   countdown, quickwrite etc.                                     Mnemonics – necessary, believe
    KS3 Literacy           Knowledge of word roots –             be helpful. Some may fit in                                     Look through books.
    Progress Unit          aquarium, microscope                  more than one column.            More able:                     Children find words that they   Skeleton, grate, stare, notice, minibus, carrot, here,
    (Spelling)p142         Segmenting phonemes (including        Outrageous, manageable,          Use a dictionary to explore    have used each of these         there, delight, fright, there, here, vegetable, definite,
    KS3 Literacy           spellspeaking) – parliament,          nevertheless, history,           the roots micro, tele, aqua,   strategies to help them to      delight, neighbour, microscope, aquarium,
    Progress Unit          geography, environment                discover, laboratory,            scope, phone, trans and        spell.                          parliament, geography, environment, literature,
    (Phonics)p242          Clapping out syllables – family,      manufacture, disappear,          identify what they mean.                                       Wednesday, necessary, believe, beautiful,
                           literature, wednesday                 transformation.                                                                                 competition, conscience, diary, secretary, their,
                           Mnemonics – because, necessary,                                                                                                       emough, outrageous, manageable, nevertheless,
                           believe.                                                                                                                              history, discover, laboratory, manufacture,
                                                                                                                                                                 disappear, transformation.
                                                                                              Page 50                                           Rosie Robinson Fairlight Primary School 2007
    To learn to spell                                          Recap conventions or             Less able:                     Play whole class and            Examples of cross-curricular words
    cross curricular                                           introduce them if they haven’t   Using the same words as        independent consolidation
    words,                                                     been covered before              everyone else play             games.
                                                               (phoneme spotter stories and     blending and segmenting
                                                               team sort)                       games. Explore the fact        Write sensible sentences
                                                               Train children to work through   that some graphemes can        containing as many ‘th’ or
                                                               the Route to Spelling – see      be pronounced in more          ‘wh’ words as possible. Who
                                                               powerpoint                       than one way and develop       can get the highest score
                                                               1)Say the word                   strategies for dealing with    without losing sense.
                                                               2)Do I know how to spell it?     this.
                                                               3)Which bits can I already
                                                               spell?                           More able:
                                                               4)What is the tricky             Ask the group to hoose ten
                                                               phoneme?                         cross curricular words that
                                                               5)What do I know about the       they find tricky. Write them
                                                               tricky phoneme?                  onto word cards and play
                                                               6)What is my best guess?         consolidation games.
                                                               7)Does it look right?

                                                               Play consolidation games




Year 6 Term 1
    Objectives           Subject knowledge/                    Ways to introduce                  Differentiation                 Consolidation                                   Example Words
                            conventions                         and suggested                          ideas                      (Plenaries and
                                                                main activitities                                                    follow up
                                                                                                                                    sessions)
    To learn that the   Consonant suffixes (suffixes           Make sure that children know     Less able: Work with base      Write a word on the             Base words – care, home, sad, sorrow, fear, slow,
1   consonant suffix
    -ly can usually
                        beginning with consonants) can
                        usually be added to a base word
                                                               the terms: vowel, consonant,
                                                               base word, suffix.
                                                                                                words. Play blending and
                                                                                                segmenting games e.g.
                                                                                                                               whiteboard ask children to
                                                                                                                               show on their mini
                                                                                                                                                               pain, job, curious, success, hope, helpful, thank,
                                                                                                                                                               shame, loud, end, tune, original, resent, use,
    be added without    without altering the base word at      Recap the four facts you         phoneme frame, finish it,      whiteboards any consonant       unfortunate, speech, quiet.
    alteration to the   all, except for words ending in        need to know about suffixes      countdown.                     suffixes that could be added.
    base word,          consonant+y, where the y has to              y) what they mean                                                                         -ly, -ful, -less
    except for words    change to an i.                              z) what they do            More able: Given suffix        Given a word with a suffix,
    ending in                                                        aa) how to spell them      match cards. Carry out an      children write a sentence on
    consonant +y,       -less means without                          bb) how to add them        investigation. Can you         their mini whiteboards. Mark
    which change to                                                                             apply more than one suffix     each letter.
    i and add –ly.      -ful means full of                     Experiment with adding           to the same word at the
                                                               consonant suffixes to base       same time? E.g. Beauty +       Recap rule for adding
    KS3 Literacy        -ly adds the meaning ‘like’ to the     words. Establish conventions     ful + ly. Can you explain      consonant suffixes to base
    Progress Unit       base word. Early spellings of this     for adding consonant suffixes    why you can add –ly to         words ending in y.
    (Spelling) p56      suffix were variations on like. Over   (see left)                       some words but not
    Letters and         the years this has been shortened                                       others?
    sounds Phase 6      to ly.                                 Play suffix match.

                        -ly often changes base words into
                        adverbs. It can also change them
                        into adjectives e.g. costly.
                                                                                           Page 51                                          Rosie Robinson Fairlight Primary School 2007
    Know a range of        Strategies that can be helpful in      Recap strategies that have          Less able:                      Look at a word, ask children    Words that can be spelt using different strategies:
    ways to deal with      spelling words (and words they         been learned so far. Give           Use a selection of words.       for possible strategies.        Homophones – there, here
    difficult spellings.   could be used for                      examples.                           Skeleton, grate, stare,                                         Words within words – vegetable, definite
    To know which          Homophone knowledge – here,                                                notice, minibus, carrot,        Mini whiteboard test. Mark      Analogy – delight, neighbour
    strategies to          there                                                                      here, there, delight, fright    each word.                      Roots – microscope, aquarium
    choose to spell        Words within words – vegetable,        Look at a selection of words.                                                                       Sounding out phonemes – parliament. Geography,
    particular words       definite                               Use the different strategies        Play blending and               Given three words put them      environment
    in personal            Analogy and letter strings –           as headers and sort the             segmenting games e.g.           into a sentence.                Syllables – literature, Wednesday
    writing.               delight, neighbour                     words by strategies that could      countdown, quickwrite etc.                                      Mnemonics – necessary, believe
    KS3 Literacy           Knowledge of word roots –              be helpful. Some may fit in                                         Look through books.
    Progress Unit          aquarium, microscope                   more than one column.               More able:                      Children find words that they   Skeleton, grate, stare, notice, minibus, carrot, here,
    (Spelling) p142        Segmenting phonemes (including         Outrageous, manageable,             Use a dictionary to explore     have used each of these         there, delight, fright, there, here, vegetable, definite,
    KS3 Literacy           spellspeaking) – parliament,           nevertheless, history,              the roots micro, tele, aqua,    strategies to help them to      delight, neighbour, microscope, aquarium,
    Progress Unit          geography, environment                 discover, laboratory,               scope, phone, trans and         spell.                          parliament, geography, environment, literature,
    (Phonics) p242         Clapping out syllables – family,       manufacture, disappear,             identify what they mean.                                        Wednesday, necessary, believe, beautiful,
                           literature, wednesday                  transformation.                                                                                     competition, conscience, diary, secretary, their,
                           Mnemonics – because, necessary,                                                                                                            emough, outrageous, manageable, nevertheless,
                           believe.                                                                                                                                   history, discover, laboratory, manufacture,
                                                                                                                                                                      disappear, transformation.

    To learn that          These are referred to as vowel         Make sure that children know        Less able:                      Do Look, say, cover, write,     Base words: season, revolution, exception, balloon,
2   base words
    which end in
                           suffixes (since they begin with
                           vowels)
                                                                  the terms: vowel, consonant,
                                                                  base word, suffix.
                                                                                                      Given a selection of words
                                                                                                      break, drink, sink, road,
                                                                                                                                      check as a class.               terror, medic, break, adore, instrument, station,
                                                                                                                                                                      attract, eat, decorate, sound, atom, detect, person,
    consonants are         Base words ending in consonants        Recap the four facts you            frog, plate, pink, old, blue,   Write four words on the         sensation, occasion, horror, angel, nation, attract,
    unchanged when         are unchanged.                         need to know about suffixes         love, like.                     board. 3 real and 1 made up.    rely, history, diction, addition
    vowel suffixes                                                      cc) what they mean            Read these words. Decide        Can the class identify the
    are added.             Base words drop the final –e or              dd) what they do              which can have –able            fake word? Repeat.              Vowel suffixes: -al, -ary, -ic, -ist, -ive, -ible, -able
    To learn that          have –y change to -i before a                ee) how to spell them         added onto the end. Write
    base words drop        vowel suffix is added.                       ff) how to add them           in sentences.                   Cloze procedure writing
    the final –e or                                                                                                                   challenge KS3 Literacy
    change –y to –i        Some of these base words can be        Experiment with adding vowel        More able:                      Progress Unit (Spelling) p83
    before taking a        hard to detect as they already         suffixes to base words.             Given the same base
    vowel suffix.          have suffixes attached.                Write up the base word in           words that everyone else        Give children sentences
    KS3 Literacy                                                  one colour and add the suffix       has been working on plus        containing some of these
    Progress Unit          It can be hard to know when to         in a different colour.              examples of base words          words. The children draw
    (Spelling) p74         add –ible to a word and when to        Establish any changes that          and suffixes. Experiment        pictures to show that they
                           add –able. If you are able to do       have to be made before              with adding various             understand what the words
                           something then you usually add –       adding the suffix. (see left)       prefixes and suffixes to        mean. Or vice versa – look
                           able. If not, add –ible.                                                   base words to make the          at pictures and ask the
                           Also removing the –able suffix         Play suffix match. Give a           longest ‘real’ word             children to write sentences
                           usually leaves a recognisable base     base word – children write          possible. Use dictionaries      about the pictures using
                           word, removing the –ible suffix        possible suffixes on                to check. E.g. un + lov(e)      some of the words they have
                           doesn’t.                               whiteboards.                        + able                          been learning.
                                                                                                      addition + al + ly
                           Quite a few of these words may be      Play suffix bingo. Give
                           unfamiliar to the children. Use this   children Bingo cards KS3
                           as an opportunity to expand their      Literacy Progress Unit
                           vocabulary.                            (Spelling) p81. Read out
                                                                  possible suffixes. Children
                                                                  colour a word in if that suffix
                                                                  could be added to it.
                           -able/-ible – Mean capable or
                           worthy of, fit for; tending to,


                                                                                                    Page 52                                        Rosie Robinson Fairlight Primary School 2007
                 causing, given to, or liable to

                 -al – when added to a verb means
                 – the action or result of the verb
                 e.g. deny – denial

                 -al – when added to a noun –
                 becomes an adjective e.g. nation –
                 national.

                 -ary – pertaining to, connected
                 with

                 -ic – turns the base word into an
                 adjective

                 -ist – denotes a person by
                 describing a key duty or belief


                 -ive – turns the base word into
                 an adjective meaning tending
                 towards the base word.


To use           Check that all children know all the     Ask the class to recite the      Less able:                     Whole class dictionary race       Any words
dictionaries     letters of the alphabet and can          alphabet                         Same activity but stick to     game.
quickly and      recite the alphabet in order. You                                         words that don’t have                                            Some simpler words to include:
effectively      may be surprised.                        Ask children to race to put      unsounded consonants,          Whole class alphabet              train, snail, string, clean, blood, float, sprain, strain,
KS3 Literacy                                              word cards into alphabetical     unstressed vowels etc.         ordering activities if            throat, clay
Progress Unit    Stress that children need to look        order.                           e.g. train, snail, string,     necessary.
(Spelling)p128   for the 1st letter in a word then the                                     clean, blood, float, sprain,
                 2nd and so on.                           Give children dictionaries and   strain, throat, clay           Discuss some of the reasons       For the majority of children you could choose any
                                                          give them 30 seconds to find                                    why you might look up a word      words
                 Remind children that some words          the word – spring.                                              in a dictionary. Encourage        e.g. Unfamiliar words that will be used in other
                 have unsounded consonants and            (children may fail because       More able:                     children to use dictionaries in   subjects in coming weeks.
                 unstressed vowels and that long          they won’t be looking for the    Include trickier words         class and get them to feed        Words that you have identified as being a problem
                 vowel phonemes can have a range          2nd and 3rd letters)             Awkward, straight, wrestle,    back on what they have been       for particular children.
                 of spellings. If children can’t find a   Model looking up a word in a     chemistry, science,            useful for.                       A random selection of spelling patterns from other
                 word where they think it should be       dictionary, using the second     psychology                                                       weeks.
                 in the dictionary they will need to      and third letters to help them
                 be flexible enough to think about        to search.                                                                                        Some trickier words to include:
                 possible alternative spellings.
                                                          Practise with a selection of                                                                      Awkward, straight, wrestle, chemistry, science,
                 If you ask children what                 words e.g. screech, through,                                                                      psychology
                 dictionaries are used for they will      Christmas, crystal
                 probably say that they are for
                 checking spellings. Ensure they          Play the dictionary race game
                 are clear that actually you need to      in groups. Children take it in
                 have a pretty good idea of how to        turns to choose a card and
                 spell a word before you can look it      read it (but not show it).
                                                                                         Page 53                                       Rosie Robinson Fairlight Primary School 2007
                        up.                                   Each child races to find the
                                                              word in the dictionary. The
                                                              winner chooses the next
                                                              word.

    To be able to       Adding vowel suffixes                                                     Less able:                     Shared reading of passages        Base words - help, wipe, mend, spend, run, fit,
3   add suffixes to
    words, doubling
                        Base words with a split digraph
                        lose their final e when a suffix
                                                              Recap conventions for adding
                                                              suffixes that have been
                                                                                                  Using base words and
                                                                                                  words with suffixes e.g.
                                                                                                                                 with a range of words. Model
                                                                                                                                 reading words e.g. riding,
                                                                                                                                                                   dream, slip, hop, drum, play, cheer, file, hope, back,
                                                                                                                                                                   clap, hate, find, jump, try, dry, raid, scream, fight,
    consonants and      beginning with a vowel e.g. –ed or    learned previously.                 come, coming, hate,            ridding, hoping, hopping,         soak, speak, save, blow, slow, bake, write, ride,
    dropping –e         –ing is added.                                                            hating, help, helpful, fear,   snipping, sniping etc.            smile, wave, race.
    where                                                     Given base words and suffix         fearless, hope, hopeful.
    appropriate.        Base words with short vowel           cards e.g. –ing, -ed, -ful, -less   Play pairs games e.g.          Play consolidation games.         Suffixes: -s, -ing, -ed, -er
    KS3 Literacy        sounds followed by a single                                               pelmanism, snap.
    Progress Unit       consonant have the consonant          Try matching up base words                                         Write sentences including
    (Phonics) p154      doubled when a vowel suffix is        and suffix cards. Which             More able:                     some of the words we have
                        added.                                work? Which don’t? Which            Same as main activity with     learned. Mark each letter.
    Letters and                                               words follow the                    one extra challenge. Find
    sounds Phase 6      Adding consonant suffixes             conventions?                        additional words that could
                        Base words ending in consonant                                            have each of the suffixes
                        +y have the y changed to an i         Play Double or drop                 added. Use dictionaries.
                        before the suffix is added.           Given base word cards and
                                                              suffixes, create columns with
                                                              these headings (Do not
                                                              double the consonant,
                                                              Double the consonant, Drop
                                                              the –e, Irregular words, Not
                                                              sure)
                                                              Taking turns, children take a
                                                              word card and a suffix card
                                                              and decide which column the
                                                              resulting word would belong
                                                              to.
    To know a range     Know a range of ways to deal with     Strategies that can be helpful      Recap strategies that have     Less able:                        Look at a word, ask children for possible strategies.    Words th
    of ways to deal     difficult spellings.                  in spelling words (and words        been learned so far. Give      Use a selection of words.                                                                  strategies
    with difficult      To know which strategies to           they could be used for              examples.                      Skeleton, grate, stare, notice,   Mini whiteboard test. Mark each word.                    Homopho
    spellings.          choose to spell particular words in   Homophone knowledge –                                              minibus, carrot, here, there,
                                                                                                                                                                                                                            Words wi
    To know which       personal writing.                     here, there                                                        delight, fright                   Given three words put them into a sentence.
    strategy to         KS3 Literacy Progress Unit            Words within words –                Look at a selection of                                                                                                    Analogy –
    choose to spell     (Spelling)p142                        vegetable, definite                 words. Use the different       Play blending and                 Look through books. Children find words that they        Roots – m
    words in            KS3 Literacy Progress Unit            Analogy and letter strings –        strategies as headers and      segmenting games e.g.             have used each of these strategies to help them to       Sounding
    personal writing.   (Phonics)p242                         delight, neighbour                  sort the words by              countdown, quickwrite etc.        spell.                                                   Geograph
    KS3 Literacy                                              Knowledge of word roots –           strategies that could be                                                                                                  Syllables
    Progress Unit                                             aquarium, microscope                helpful. Some may fit in       More able:                                                                                 Mnemoni
    (Phonics) p260                                            Segmenting phonemes                 more than one column.          Use a dictionary to explore
                                                              (including spellspeaking) –         Outrageous, manageable,        the roots micro, tele, aqua,                                                               Skeleton, g
                                                              parliament, geography,              nevertheless, history,         scope, phone, trans and                                                                    delight, frig
                                                              environment                         discover, laboratory,          identify what they mean.                                                                   neighbour,
                                                              Clapping out syllables –            manufacture, disappear,                                                                                                   environmen
                                                              family, literature, wednesday       transformation.                                                                                                           beautiful, c
                                                              Mnemonics – because,                                                                                                                                          emough, ou
                                                              necessary, believe.                                                                                                                                           discover, la
                                                                                                                                                                                                                            transformat


                                                                                             Page 54                                          Rosie Robinson Fairlight Primary School 2007
    Learn strategies    An unstressed vowel is a vowel           Look at a selection of words       Less able:                      Whole class Look, say, cover,      carpet, hospital, definite, interest, mathematics,
4   for spelling
    unstressed
                        which cannot be clearly heard in
                        normal pronunciation. E.g. In
                                                                 e.g. dic/tion/a/ry, fam/i/ly,
                                                                 com/pan/y, mis/er/a/ble.
                                                                                                    Take a small selection of
                                                                                                    words: carpet, hospital,
                                                                                                                                    write, check.                      Wednesday, holiday, business, secretary, vegetable,
                                                                                                                                                                       January, Saturday, company, February, skeleton,
    vowels in           many accents, when saying                Ask children how many              holiday, vegetable,             Play consolidation games           dictionary, explanatory, flattery, library, marvellous,
    polysyllabic        fam/i/ly, the first and last syllables   syllables there are in these       different, literacy, lottery,   e.g. Who wants to be a             offering, difference, generous, interest, literacy,
    words.              are stressed. The middle syllable        words. Explain that some           pencil. Practise                millionaire                        miserable, boundary, poisonous, deafening,
    KS3 Literacy        is not stressed. The vowel can’t         syllables are unstressed so        spellspeaking these words.                                         different, factory, interested, reference, stationary,
    Progress Unit       be heard clearly. It is therefore        that we can’t hear them            Play blending and               Give children 3 or 4 of these      stationery, prosperous, jewellery, primary, general,
    (Spelling) p104     impossible to work out, from its         clearly. Mark in where the         segmenting games. When          words and ask the children to      voluntary, lottery
                        sound, how to spell it.                  actual syllables are. Highlight    blending to read blend the      combine them into one
                                                                 the unstressed syllables.          graphemes together to           complex sentence. Mark
                        Three useful strategies for learning     Explain that we can’t clearly      make the spellspeaking          each letter.
                        words with unstressed vowels.            hear the vowels in these           word then convert to the
                        1)Spellspeaking (saying the word         syllables. Therefore we            correct punctuation.
                        as you would spell it) e.g. wed-         need other strategies to help
                        nes-day                                  us to learn how to spell these     More able:
                        2)Finding words within words e.g.        words.                             Children independently
                        Pan in company.                                                             choose which of these
                        For visual learners encourage            Model using spellspeaking,         words cause them
                        them to develop a mental image           words within words and             difficulties. Rehearse
                        e.g. A large factory with hundreds       Mnemonics to help learn            those words and put them
                        of pans being carried out of it.         these words                        into sentences.
                        3)Mnemonics e.g. I am in my
                        family.                                  Give children a selection of
                                                                 words with unstressed
                        Warning: Some children really            vowels. Ask them to decide
                        enjoy the challenge of making up         for each word which of the
                        mnemonics. However they can              three strategies is most
                        get very complicated, far removed        helpful in learning that word.
                        from the original word and
                        extremely hard to remember.              Spellspeaking – practise
                        Teach mnemonics in a structured          saying the word
                        way. Maybe get children to               Word within words – highlight
                        evaluate some mnemonics (good            the small words. Draw
                        and bad) as to how effective they        pictures if possible (see left)
                        would be.                                Mnemonics – invent and
                                                                 record the mnemonic

    Recall the most     /ae/                                                                        Less able                       Mini whiteboard test. Praise       See sections for each of the long vowel phonemes –
    common              Most common overall a_e                  Recap conventions or                                               children who are clearly using     earlier in Y5.
    spellings of the    ai usually found in the middle of a      introduce them if they haven’t     Use same words as rest of       route to spelling – not just
    long vowel          word.                                    been covered before                class. Play snap where a        guessing.
    phonemes /ai/,      ay usually found at the end of a         (phoneme spotter stories and       pair is two cards containing    Play Who wants to be a
    /ee/, /ie/, /oe/,   word                                     team sort)                         the same long vowel sound       millionaire to reinforce looking
    /ue/.                                                        Train children to work through     but not necessarily the         at a word to see if it is right.
    Select the          /ee/ Best guesses                        the Route to Spelling – see        same grapheme.
    correct or ‘best    End of a word – y                        powerpoint                                                         Give each child in a pair a
    guess’ spelling     Middle of a word – ee or ea              1)Say the word                     More able                       different cloze spelling test.
    of these long                                                2)Do I know how to spell it?       As for everyone else but        Complete. Partners swap
    vowel               /igh/ Best guesses                       3)Which bits can I already         include more words with         and are then given an answer
    phonemes.           Middle of a word - i_e                   spell?                             less common graphemes.          sheet so they can mark their
    KS3 Literacy        Could also be igh – but this is          4)What is the tricky               E.g. receive, thief, grief,     partner’s test. KS3 Literacy
    Progress Unit       usually followed by t.                   phoneme?                           belief, chief, complete,        Progress Unit (Phonics)
    (Phonics)p108                                                5)What do I know about the         scene, fight, tonight, high,
                                                                                                  Page 55                                         Rosie Robinson Fairlight Primary School 2007
                     End of a word - y                     tricky phoneme?                    tight, hype, height, eye
    Letters and      Less common possibilities - ie, igh   6)What is my best guess?
    sounds Phase 5                                         7)Does it look right?
                     /oe/
                     In the middle of a word – Best        Give word cards with a
                     guess = o_e                           selection of words for children
                     Other possibilities o or oa           to spell using route to
                     At the end of a word – Best guess     spelling. In pairs children test
                     = ow                                  one another. Turn into a
                     Another possibility is ough           game with points scored for
                                                           correct spellings and
                     At the beginning of a word – Best     deducted for spellings that
                     guess = o or oa.                      are not valid graphemes.

                     Some materials combine the /ue/
                     sound and the /oo/ sound. Others
                     treat them separately.
                     This is a tricky phoneme with lots
                     of alternative graphemes.
                     /ue/
                     At the end of a word best guess is
                     ew
                     In the middle of a word u_e
                     At the beginning of a word u

                     /oo/
                     At the end of the word – ue
                     In the middle of a word - oo
    To be able to    Syllables that contain a short        Revise the difference              Less able                     Using flashcards or IWB,           Tap, pump, feel, keep, sleep, hop, beat, grip, leap,
5   identify when
    phonemes
                     vowel sound followed by a
                     consonant have the consonant
                                                           between long and short vowel
                                                           sounds. Look at a selection
                                                                                              Use same words as the
                                                                                              rest of the class. Play
                                                                                                                            show word cards in quick
                                                                                                                            succession. Whole class
                                                                                                                                                               flap, stretch, crack, warn, run, drum, scream, trip,
                                                                                                                                                               drop, hope, fall, chop, stop, loan, light, hate, teeth,
    double if the    doubled when –ing, is added.          of contrasting words from the      blending and segmenting       reads aloud or take it in turns.   wait, tune, leak, snap, check, chuck, shock, trouble,
    suffix –ing is                                         word list. How do we say           games e.g. Countdown,         Mini whiteboard spelling           change, demand, disable, file, describe, blind,
    added.           If there are already two              them? How do we know how           Quickwrite.                   tests, small group rehearsal       excite, dissolve, condense, evaporate, revolve,
    KS3 Literacy     consonants e.g. lift then -ing can    to say them? Play whole                                          games. Write sentences             dance, check
    Progress Unit    just be added on.                     class rehearsal game e.g.          More able                     containing 4 given words.
    (Phonics) p38                                          Look, say, cover, write,           Given the same word           Who wants to be a
                     This needs to be learned as a         check.                             cards as everyone else        millionaire.
    Letters and      reading skill so that when children                                      plus some additional more
    sounds Phase 6   see a double letter they can use it   Activities                         unusual words e.g. dread,
                     as a clue to make the preceding       Given base words, sort them        develop, envelope, stress,
                     vowel sound short. Equally when       into those that will have the      flood, head. Discuss any
                     there is no double consonant this     consonant doubled and those        difficulties and strategies
                     can be a clue that the vowel          that won’t.                        for learning these tricky
                     should be long.                       Experiment with adding –ing,       words.
                                                           onto these words.
                     There are odd words out like
                     focu(s)sing and where there are       Play small group rehearsal
                     legitimate alternatives.              games e.g. Spelling
                                                           challenge.
                     Where words already end with a
                     double consonant e.g. putt, spill –
                     just add –ing,


                                                                                         Page 56                                          Rosie Robinson Fairlight Primary School 2007
    Assess and review


    Year 6 Term 2 & 3 are largely based on revision of work covered in previous terms. Use assessment at the end of term 1 to determine which units do not need to be covered again and which units require
    additional time to be spent on them.




Year 6 Term 2
    Objectives           Subject knowledge/                   Ways to introduce                 Differentiation                 Consolidation                                 Example Words
                            conventions                        and suggested                         ideas                      (Plenaries and
                                                               main activitities                                                   follow up
                                                                                                                                  sessions)
    To learn that,      Syllables that contain a short        Revise the difference           Less able                      Using flashcards or IWB,           inflation decision vibration division dictation
1   when building on
    a single syllable
                        vowel sound followed by a
                        consonant have the consonant
                                                              between long and short vowel
                                                              sounds. Look at a selection
                                                                                              Use same words as the
                                                                                              rest of the class. Play
                                                                                                                             show word cards in quick
                                                                                                                             succession. Whole class
                                                                                                                                                                supervision temptation explosion education
                                                                                                                                                                corrosion expectation confusion conservation
    word with a         doubled when –ing, -ed, -er are       of contrasting words from the   blending and segmenting        reads aloud or take it in turns.   creation television variation conclusion
    vowel before the    added.                                word list. How do we say        games e.g. Countdown,          Mini whiteboard spelling           pronunciation collision punctuation extension
    last consonant,                                           them? How do we know how        Quickwrite.                    tests, small group rehearsal       qualification navigation magician physician, optician
    you need to         If there are already two              to say them? Play whole                                        games. Write sentences             electrician musician explosion decision attraction
    double the last     consonants e.g. lift then ing/ed/er   class rehearsal game e.g.       More able                      containing 4 given words.          addition subtraction multiplication division politician
    letter.             can just be added on.                 Look, say, cover, write,        Given the same word            Who wants to be a
    KS3 Literacy                                              check.                          cards as everyone else         millionaire.
    Progress Unit       This needs to be learned as a                                         plus dictionaries, carry out
    (Spelling) p38      reading skill so that when children   Activities                      an investigation. Which
                        see a double letter they can use it   Given base words, sort them     double letters are common
    Letters and         as a clue to make the preceding       into those that will have the   in English and which do
    sounds Phase 6      vowel sound short. Equally when       consonant doubled and those     not occur in the English
                        there is no double consonant this     that won’t.                     language.
                        can be a clue that the vowel          Experiment with adding –ing,
                        should be long.                       -ed, -er onto these words.
                                                              Which make real words?
                        There are odd words out like          Which don’t’? Why?
                        focu(s)sing and focus(s)sed,
                        where there are legitimate            Play small group rehearsal
                        alternatives.                         games e.g. Spelling
                                                              challenge.
                        Where words already end with a
                        double consonant e.g. putt, spill –
                        just add –ing, -ed

                        There are a few ‘ar’ words, like
                        pulsar, beggar.




                                                                                           Page 57                                         Rosie Robinson Fairlight Primary School 2007
    To be able to       Some materials combine the /ue/        Introduce the phoneme.              Less able:                      Play consolidation games         HFW: you, to, do, too, new, blue
    identify the /ue/   sound and the /oo/ sound. Others       Read a phoneme spotter              Work on the same words          e.g. who wants to be a           Monosyllabic words: school, glue, flew, drew, chew,
    phoneme and         treat them separately.                 story e.g. Rude Youth.              as everyone else but play       millionaire, spelling            moon, soon, room, root, boot, shoot, cool, pool, tool,
    know its most       This is a tricky phoneme with lots     Identify all the /ue/ phonemes      blending and segmenting         challenge, action replay etc.    roof, spoon, broom, June, flute, chute, cube, tube,
    common              of alternative graphemes.              in the story. Establish some        games e.g. phoneme                                               tooth, two
    spellings.          /ue/                                   of the different possible           frame, quickwrite,              Ask children to look through     Polysyllabic words: bedroom, shampoo, igloo, ,
    KS3 Literacy        At the end of a word best guess is     graphemes for /ue/.                 countdown.                      their books and find correctly   sooner,
    Progress Unit       ew                                                                                                         spelt /ue/ and /oo/ phonemes
    (Phonics) p90       In the middle of a word u_e            Children play a word sorting        More able:                      – and correct any incorrect
                        At the beginning of a word u           game e.g. team sort.                Given the same words as         words.
    Letters and                                                                                    everyone else plus an
    sounds Phase 5      /oo/                                   Identify the best guesses for       assortment of prefix and
                        At the end of the word – ue            spelling this phoneme in            suffix cards. Children
                        In the middle of a word - oo           different parts of words.           experiment with which
                                                                                                   words can have which
                                                                                                   prefixes and suffixes
                                                                                                   added and which cannot.
                                                                                                   Explore why this is the
                                                                                                   case. Produce an A4
                                                                                                   poster showing genuine
                                                                                                   words that they have
                                                                                                   created.
    To learn that       These are referred to as vowel         Make sure that children know        Less able:                      Do Look, say, cover, write,      Seasonal, revolutionary, exceptional, terrible,
2   base words
    which end in
                        suffixes (since they begin with
                        vowels)
                                                               the terms: vowel, consonant,
                                                               base word, suffix.
                                                                                                   Given a selection of words
                                                                                                   break, drink, sink, road,
                                                                                                                                   check as a class.                medical, breakable, adorable, instrumental,
                                                                                                                                                                    stationary, attractive, edible, decorative, sonic,
    consonants are      Base words ending in consonants        Recap the four facts you            frog, plate, pink, old, blue,   Write four words on the          atomic, dictionary, historical, reliable, detective,
    unchanged when      are unchanged.                         need to know about suffixes         love, like.                     board. 3 real and 1 made up.     additional, angelic, horrible, occasional.
    vowel suffixes                                                   gg) what they mean            Read these words. Decide        Can the class identify the
    are added.          Base words drop the final –e or              hh) what they do              which can have –able            fake word? Repeat.
    To learn that       have –y change to -i before a                ii) how to spell them         added onto the end. Write
    base words drop     vowel suffix is added.                       jj) how to add them           in sentences.                   Cloze procedure writing
    the final –e or                                                                                                                challenge KS3 Literacy
    change the –y to    Some of these base words can be        Experiment with adding vowel        More able:                      Progress Unit (Spelling) p83
    an –i before        hard to detect as they already         suffixes to base words.             Given the same base
    taking a vowel      have suffixes attached.                Write up the base word in           words that everyone else        Give children sentences
    suffix.                                                    one colour and add the suffix       has been working on plus        containing some of these
    KS3 Literacy        It can be hard to know when to         in a different colour.              examples of base words          words. The children draw
    Progress Unit       add –ible to a word and when to        Establish any changes that          and suffixes. Experiment        pictures to show that they
    (Spelling) p56      add –able. If you are able to do       have to be made before              with adding various             understand what the words
                        something then you usually add –       adding the suffix. (see left)       prefixes and suffixes to        mean. Or vice versa – look
    Letters and         able. If not, add –ible.                                                   base words to make the          at pictures and ask the
    sounds Phase 6      Also removing the –able suffix         Play suffix match. Give a           longest ‘real’ word             children to write sentences
                        usually leaves a recognisable base     base word – children write          possible. Use dictionaries      about the pictures using
                        word, removing the –ible suffix        possible suffixes on                to check. E.g. un + lov(e)      some of the words they have
                        doesn’t.                               whiteboards.                        + able                          been learning.
                                                                                                   addition + al + ly
                        Quite a few of these words may be      Play suffix bingo. Give
                        unfamiliar to the children. Use this   children Bingo cards KS3
                        as an opportunity to expand their      Literacy Progress Unit
                        vocabulary.                            (Spelling) p81. Read out
                                                               possible suffixes. Children
                                                               colour a word in if that suffix
                        able/-ible – Mean capable or
                                                               could be added to it.
                        worthy of, fit for; tending to,

                                                                                                 Page 58                                        Rosie Robinson Fairlight Primary School 2007
                    causing, given to, or liable to

                    -al – when added to a verb means
                    – the action or result of the verb
                    e.g. deny – denial

                    -al – when added to a noun –
                    becomes an adjective e.g. nation –
                    national.

                    -ary – pertaining to, connected
                    with

                    -ic – turns the base word into an
                    adjective

                    -ist – denotes a person by
                    describing a key duty or belief

                    -ive – turns the base word into an
                    adjective meaning tending towards
                    the base word
Recall the most     /ae/                                                                     Less able                      Mini whiteboard test. Praise       See sections for each of the long vowel phonemes –
common              Most common overall a_e               Recap conventions or                                              children who are clearly using     in Y5.
spellings of the    ai usually found in the middle of a   introduce them if they haven’t     Use same words as rest of      route to spelling – not just
long vowel          word.                                 been covered before                class. Play snap where a       guessing.
phonemes /ai/,      ay usually found at the end of a      (phoneme spotter stories and       pair is two cards containing   Play Who wants to be a
/ee/, /ie/, /oe/,   word                                  team sort)                         the same long vowel sound      millionaire to reinforce looking
/ue/.                                                     Train children to work through     but not necessarily the        at a word to see if it is right.
Select the          /ee/ Best guesses                     the Route to Spelling – see        same grapheme.
correct or ‘best    End of a word – y                     powerpoint                                                        Give each child in a pair a
guess’ spelling     Middle of a word – ee or ea           1)Say the word                     More able                      different cloze spelling test.
of these long                                             2)Do I know how to spell it?       As for everyone else but       Complete. Partners swap
vowel               /igh/ Best guesses                    3)Which bits can I already         include more words with        and are then given an answer
phonemes.           Middle of a word - i_e                spell?                             less common graphemes.         sheet so they can mark their
KS3 Literacy        Could also be igh – but this is       4)What is the tricky               E.g. receive, thief, grief,    partner’s test. KS3 Literacy
Progress Unit       usually followed by t.                phoneme?                           belief, chief, complete,       Progress Unit (Phonics)
(Phonics) p108                                            5)What do I know about the         scene, fight, tonight, high,
                    End of a word - y                     tricky phoneme?                    tight, hype, height, eye
Letters and         Less common possibilities - ie, igh   6)What is my best guess?
sounds Phase 5                                            7)Does it look right?
                    /oe/
                    In the middle of a word – Best        Give word cards with a
                    guess = o_e                           selection of words for children
                    Other possibilities o or oa           to spell using route to
                    At the end of a word – Best guess     spelling. In pairs children test
                    = ow                                  one another. Turn into a
                    Another possibility is ough           game with points scored for
                                                          correct spellings and
                    At the beginning of a word – Best     deducted for spellings that
                    guess = o or oa.                      are not valid graphemes.
                                                                                        Page 59                                           Rosie Robinson Fairlight Primary School 2007
                        Some materials combine the /ue/
                        sound and the /oo/ sound. Others
                        treat them separately.
                        This is a tricky phoneme with lots
                        of alternative graphemes.
                        /ue/
                        At the end of a word best guess is
                        ew
                        In the middle of a word u_e
                        At the beginning of a word u

                        /oo/
                        At the end of the word – ue
                        In the middle of a word - oo
    Learn how to        Remind children of earlier rules for    Collect occupation names         Less able:                       Play who wants to be a       inflation decision vibration division dictation
3   choose and spell
    ‘shun’ suffixes
                        adding suffixes
                        e.g. the final e of a base word is
                                                                that end with ‘shun’. Record
                                                                them on the board and note
                                                                                                 Look at some simple base
                                                                                                 words. Confuse, explode,
                                                                                                                                  millionaire.                 supervision temptation explosion education
                                                                                                                                                               corrosion expectation confusion conservation
    correctly.          removed                                 that they end in –cian.          decide, subtract, attract,       Play consolidation games.    creation television variation conclusion
    -sion is often      y changes to i.                         Write up explosion,              deflect, extend. Segment                                      pronunciation collision punctuation extension
    used when the                                               substitution. Ask children to    and determine what the                                        qualification navigation magician physician, optician
    base word ends      These suffixes often change verbs       suggest what the base words      final phoneme is. If it is /d/                                electrician musician explosion decision attraction
    in –d/-de or –s/-   into nouns.                             are. Repeat with division,       or /s/ then add sion, if not,                                 addition subtraction multiplication division politician
    se.                                                         subtraction. Identify            add tion.
    -cian is often      cian – where base words end in c        conventions for using these
    used when base      mainly occupational words               suffixes.                        More able:
    words end in –c     sion – words that end with /d/ or /s/                                    Investigate to find more
    (common in          tion – most other words – often         Play spelling challenge.         words with ‘shun’ suffixes.
    occupations).       comes after a long vowel.               Ensure that children think       Sort them into groups
    -tion is used                                               about what the base word         according to whether they
    after a long a                                              would be and follow the          are –cian, -tion, -sion.
    vowel.                                                      conventions.                     Are there any exceptions
    KS3 Literacy                                                                                 to the conventions that we
    Progress Unit                                                                                identified earlier?
    (Spelling) p64
    To be able to       /oi/                                    Ask children to generate         Less able                        Children divide mini         destroy, spoiled, recoil, annoying, boys, enjoyed,
    identify the /oi/   Beginning or middle – oi                rhyming words for boy                                             whiteboards into 2, with     coin, oil, foil, join, boiling, coil, deploy, boy, toy,
    phoneme and         End of words - oy                       Ask children to generate         Use same words as rest of        headings oi, oy              enjoy, annoy, employ, groin, boil, toil, spoil, despoil
    know its most                                               rhyming words for coin.          class. Play blending and         Words are read out and
    common                                                                                       segmenting games e.g.            children write them in the
    spellings.          This is a quick and easy phoneme        Identify conventions.            sound buttons, finish it etc.    correct section.
    KS3 Literacy        to learn how to spell.                  Experiment with adding
    Progress Unit                                               s/ed/ing onto the base words.    More able:                       Consolidation games e.g.
    (Phonics) p166      Graphemes                               Establish that the spelling of   Challenge the group to find      Spelling challenge, Action
                        oi (boil), oy (toy)                     /oi/ doesn’t change when         as many words as they can        replay.
                                                                base words are added.            containing /oi/. They can
                                                                                                 add suffixes, prefixes etc
                                                                Play consolidation games         onto words they have been
                                                                                                 given. They can use
                                                                                                 dictionaries but incorrect
                                                                                                 spellings cannot be
                                                                                                 counted.



                                                                                             Page 60                                           Rosie Robinson Fairlight Primary School 2007
    Learn to use          To be able to do this children need    Write on the board ‘Knowing        Less able:                     Play what comes next.             tough bear light out aunt practice
4   letter strings (-
    our, -ough, -ight,
                          to have a concrete understanding
                          of the fact that letter strings that
                                                                 how to spell ice helps us to
                                                                 spell spice, police and notice.’
                                                                                                    Look at word cards and
                                                                                                    add sketchy pictures to
                                                                                                                                   Teacher writes the first letter
                                                                                                                                   of a word on the board plus a
                                                                                                                                                                     rough hear might shout sausage notice
                                                                                                                                                                     enough wear right hour haunt police
    -ice) to help spell   are spelt the same way may not be                                         illustrate the meaning of      dash for each of the other        cough learn bright pour autumn nice
    unknown words.        pronounced in the same way. If         Look at a selection of words.      each word. Arrange into        letters. Children guess which     trough earn sight yours aura spice
    KS3 Literacy          they have not got this                 Ask children to spot letter        groups according to            letter may come next. If they     plough hearth tight would Laura twice
    Progress Unit         understanding then they need           strings that crop up in more       spelling patterns. Practise    suggest a letter which does       thought dear weight mourn sauce mice
    (Spelling) p96        more basic phonics revision.           than one word. Highlight           reading through quickly        not come next in the word but     though dreary freight four pause rice
                                                                 them. Explore the different        without making mistakes.       they can write up a word          thorough weary height route cause dice
                                                                 ways that they are                                                which contains that sequence      through fear fight journey because apprentice
                                                                 pronounced in different            More able:                     of letters, they do not lose a    gear night could trauma Alice
                                                                 words.                             As for the rest of the class   point. If they suggest a string
                                                                                                    but use the trickier words     of letters that is not used in
                                                                 Play pelmanism (pairs) or          from the spelling bank.        English, they lose a point and
                                                                 snap, matching words that          Encourage children to          the teacher gains a point.
                                                                 have the same letter string.       investigate and question
                                                                 Sort the cards into groups         and be sure what each of
                                                                 that contain the same letter       the words means.
                                                                 string.


    To be able to         /ow/                                   Introduce the phoneme.             Less able:                     Play consolidation games          Proud, now, town, clout, outside, fountain, abound,
    identify the /ow/     At end or followed by –n or –ns –      Read a phoneme spotter             Work on the same words         e.g. who wants to be a            crowded, eyebrow, row, shouts, cloudy, brown,
    phoneme and           ow                                     story e.g. Playground              as everyone else but play      millionaire, spelling             spout, sound, louder, how, cow, now, sow, plough,
    know its most         In all other words – ou                Intruder. KS3 Literacy             blending and segmenting        challenge, action replay etc.     brow, out, about, shout, snout, stout, doubt, round,
    common                                                       Progress Unit (Phonics)            games e.g. phoneme                                               found, astound, confound, bound, frowned,
    spellings.            Graphemes                              p181. Identify all the /ow/        frame, quickwrite,             Ask children to look through      drowned, clown, frown, down, drown
    KS3 Literacy          ow (brown), ou (out), ough             phonemes in the story.             countdown.                     their books and find correctly
    Progress Unit         (plough)                               Establish some of the                                             spelt /ue/ and /oo/ phonemes
    (Phonics) p178                                               different possible graphemes       More able:                     – and correct any incorrect
                                                                 for /ow/.                          Given the same words as        words.
                                                                                                    everyone else plus an
                                                                 Write these words on the           assortment of prefix and
                                                                 board                              suffix cards. Children
                                                                 How, out, round, brown             experiment with which
                                                                 Ask children to generate           words can have which
                                                                 rhyming words for each of          prefixes and suffixes
                                                                 these words. Check in a            added and which cannot.
                                                                 dictionary if necessary. Look      Explore why this is the
                                                                 at different spellings and         case. Produce an A4
                                                                 identify conventions and any       poster showing genuine
                                                                 exceptions.                        words that they have
                                                                                                    created.
    Learn the             Homophones are words that              Look at a selection of             Less able:                     Given a sentence, children        there, their, they’re, grate, great, blew, blue, peace,
5   spellings and
    meanings of
                          sound the same but have different
                          meanings and spellings.
                                                                 homophones eg. By, buy,
                                                                 bye. Put them into
                                                                                                    Be, bee, see, sea, great,
                                                                                                    grate, hole, whole
                                                                                                                                   write the homophone on their
                                                                                                                                   mini whiteboards – check
                                                                                                                                                                     piece, pane, pain, be, bee, new, knew, right, write,
                                                                                                                                                                     through, threw, hole, whole, see, sea, no, know,
    common                                                       sentences. Discuss the             Orally segment each            each letter.                      morning, mourning, I, eye, in, inn, heard, herd,
    homophones.           Homophones depend on regional          difference in meanings and         phoneme. Write one                                               might, mite, place, plaice, eyes, ice, for, four.
    KS3 Literacy          accents.                               the difference in spellings.       version of the homophone       Look at a selection of
    Progress Unit                                                Explore strategies for             in a phoneme frame.            sentences, mark the ones
    (Spelling) p86        e.g. in some accents our and hour      remembering the different          Repeat with the                where the homophones have
                          are homophones. In other accents       homophones (e.g. There,            corresponding phoneme.         been used incorrectly.
                          our and are sound the same.            their, they’re song on Beat it     Which part of the word         Correct them.
                                                                 CD)                                doesn’t change.
                                                                                                  Page 61                                       Rosie Robinson Fairlight Primary School 2007
                        In some accents of and have are                                                                            Play consolidation games
                        homophones. This needs to be             Given word cards with a           More able:                      e.g. Spelling challenge.
                        talked about as they are both very       selection of homophones           Players take it in turns to
                        high frequency words.                    children work in pairs to take    write a sentence. 1st           Various online games e.g.
                                                                 a card. They have one             player must write one           Homophone pairs game
                                                                 minute to work on it. If they     containing there, 2nd player    http://www.bbc.co.uk/skillswis
                                                                 can a) Say the word correctly     their ,3rd player theyr’re      e/words/spelling/recognising/
                                                                 in a sentence – 1 point.          and so on. Correct              homophones/game.shtml
                                                                 b) say and spell a                sentence 1 point. Incorrect
                                                                 corresponding homophone –         sentences -1 point.
                                                                 2 points                                                          Sounds the same
                                                                 c) Write on whiteboards a                                         http://www.bbc.co.uk/schools/
                                                                 correct sentence for each of                                      starship/english/games/word_
                                                                 the corresponding                                                 jumbler/small_sound/standar
                                                                 homophones – 3 points.                                            d.shtml

                                                                                                                                   Super Match Game
                                                                                                                                   http://teacher.scholastic.com/
                                                                                                                                   activities/adventure/grammar
                                                                                                                                   5.htm#

    To be able to       /ar/                                     Ask children to suggest           Less able: Using the same       Discuss the fact that in some    Harm, car, charm, arm, farm, bar, park, dark, March,
    identify the /ar/   Best guess is – ar                       words that rhyme with car         words play blending and         parts of the country people      garden, party, parcel, star, start, fast, past, cast, ask,
    phoneme and         With southern accents, the /ar/          and cart. Discuss how /ar/ is     segmenting games e.g.           pronounce fast, chance etc       chance, grass, bath, palm, father, calm, balm, heart,
    know its most       sound in words like fast, past,          spelt when it is in different     phoneme frame,                  with a short vowel. Discuss      half, aren’t, can’t,
    common              grass etc is simply – a                  positions in the word.            countdown etc.                  how this could help us to
    spellings.          A few words have – al                                                                                      remember to spell them just
    KS3 Literacy        Heart is a unique exception – ear        Read a phoneme spotter            More able:                      with an a.
    Progress Unit                                                story e.g. Heartbreak Dance.      Write a poem to help
    (Phonics)p188                                                Identify /ar/ phonemes.           remember spelling               Recite the poem written by
                                                                 Establish the graphemes that      patterns. E.g. the first        the more able group.
    Letters and                                                  can represent the phoneme.        verse could have lines
    sounds Phase 5                                                                                 ending with charm, farm,        Discuss ways to remember
                                                                 Play a sorting game.              harm. The second with           how to spell heart correctly.
                                                                                                   palm and calm. The third
                                                                                                   with past, fast, cast etc.      Play consolidation games.




Year 6 Term 3
    Objectives           Subject knowledge/                      Ways to introduce                   Differentiation                  Consolidation                                Example Words
                            conventions                           and suggested                           ideas                       (Plenaries and
                                                                  main activitities                                                      follow up
                                                                                                                                        sessions)
    Learn strategies    An unstressed vowel is a vowel           Look at a selection of words      Less able:                      Whole class Look, say, cover,    carpet, hospital, definite, interest, mathematics,
1   for spelling
    unstressed
                        which cannot be clearly heard in
                        normal pronunciation. E.g. In
                                                                 e.g. dic/tion/a/ry, fam/i/ly,
                                                                 com/pan/y, mis/er/a/ble.
                                                                                                   Take a small selection of
                                                                                                   words: carpet, hospital,
                                                                                                                                   write, check.                    Wednesday, holiday, business, secretary, vegetable,
                                                                                                                                                                    January, Saturday, company, February, skeleton,
    vowels in           many accents, when saying                Ask children how many             holiday, vegetable,             Play consolidation games         dictionary, explanatory, flattery, library, marvellous,
    polysyllabic        fam/i/ly, the first and last syllables   syllables there are in these      different, literacy, lottery,   e.g. Who wants to be a           offering, difference, generous, interest, literacy,
                                                                                                 Page 62                                        Rosie Robinson Fairlight Primary School 2007
words.              are stressed. The middle syllable       words. Explain that some            pencil. Practise              millionaire                      miserable, boundary, poisonous, deafening,
KS3 Literacy        is not stressed. The vowel can’t        syllables are unstressed so         spellspeaking these words.                                     different, factory, interested, reference, stationary,
Progress Unit       be heard clearly. It is therefore       that we can’t hear them             Play blending and             Give children 3 or 4 of these    stationery, prosperous, jewellery, primary, general,
(Spelling) p104     impossible to work out, from its        clearly. Mark in where the          segmenting games. When        words and ask the children to    voluntary, lottery
                    sound, how to spell it.                 actual syllables are. Highlight     blending to read blend the    combine them into one
                                                            the unstressed syllables.           graphemes together to         complex sentence. Mark
                    Three useful strategies for learning    Explain that we can’t clearly       make the spellspeaking        each letter.
                    words with unstressed vowels.           hear the vowels in these            word then convert to the
                    1)Spellspeaking (saying the word        syllables. Therefore we             correct punctuation.
                    as you would spell it) e.g. wed-        need other strategies to help
                    nes-day                                 us to learn how to spell these      More able:
                    2)Finding words within words e.g.       words.                              Children independently
                    Pan in company.                                                             choose which of these
                    For visual learners encourage           Model using spellspeaking,          words cause them
                    them to develop a mental image          words within words and              difficulties. Rehearse
                    e.g. A large factory with hundreds      Mnemonics to help learn             those words and put them
                    of pans being carried out of it.        these words                         into sentences.
                    3)Mnemonics e.g. I am in my
                    family.                                 Give children a selection of
                                                            words with unstressed
                    Warning: Some children really           vowels. Ask them to decide
                    enjoy the challenge of making up        for each word which of the
                    mnemonics. However they can             three strategies is most
                    get very complicated, far removed       helpful in learning that word.
                    from the original word and
                    extremely hard to remember.             Spellspeaking – practise
                    Teach mnemonics in a structured         saying the word
                    way. Maybe get children to              Word within words – highlight
                    evaluate some mnemonics (good           the small words. Draw
                    and bad) as to how effective they       pictures if possible (see left)
                    would be.                               Mnemonics – invent and
                                                            record the mnemonic

To be able to       /er/                                    Look at doctor, teacher,            Less able:                    Play consolidation games         editor, character, third, doctor, shoulder, actor,
identify the /er/                                           smaller, farmer, actor,             Concentrate on regular –er    e.g. who wants to be a           sailor, cleaner, farmer, father, quaver, sister, brother,
phoneme and         There are lots of different             regular. Listen to the final        endings. Father, mother,      millionaire.                     shorter, mother, teacher, footballer, absurd, heard,
know its most       graphemes for this phoneme.             phoneme and list possible           brother, sister, September,                                    fern, writer, author, regular, passenger, were, longer,
common              Don’t be put off there are also lots    graphemes.                          October, November,            Give children four words and     taller, louder, greater, calendar, scholar, director,
spellings.          of helpful conventions                  Generate rhyming words for          December, longer, teacher.    ask them to write them in one    burn, scanner, predator, processor, sensor, traitor,
KS3 Literacy                                                bird, fern, dirt. Add to the list   Play blending and             sentence. Mark each letter.      server, monitor, laughter, computer, discover,
Progress Unit       Best guess in the final position – er   of possible graphemes.              segmenting games.                                              recover, consider, deliver, happier, further, answer,
(Phonics)) p202     (particularly months, seasons,                                                                            Assess how well children         daughter, earn, centre, metre, dirt, sadder, carer,
                    family words, comparatives)             Play sorting game e.g. team         More able:                    have grasped these               word, learn, larger, pert, driver, rather, worm,
Letters and                                                 sort.                               Since this is a tricky        conventions. There is a lot to   summer, winter, September, thirty, burst, worst,
sounds Phase 6      Common spellings in the middle of                                           phoneme it could be           remember. This phoneme           shirt, purse, kerb, skirt, stern, hurt, thirsty, Thursday,
                    words                                   Identify conventions.               helpful to have more able     may need to be revisited.        early
                    ir                                                                          children working in mixed
                    ur                                                                          ability groups to scaffold
                    er                                                                          others.

                    Best guess at the beginning of
                    words – ear

                    Best guess for words to do with
                                                                                             Page 63                                        Rosie Robinson Fairlight Primary School 2007
                      measurement e.g. metre – re

                      Graphemes
                      er (herbs), ir (girl), ur (purse), ear
                      (earth), or (worm), our (armour), re
                      (centimetre), ar (regular)
    To understand     Base words with a split digraph          Look at hop and hope.               Less able:                     Shared reading of passages     Experiment with adding –ed, -ing, -ful, -less to the
2   why some words
    drop –e when
                      lose their final e when a suffix
                      beginning with a vowel e.g. –ed or
                                                               Discuss what happens when
                                                               –ing is added to either word.
                                                                                                   Using base words and
                                                                                                   words with suffixes e.g.
                                                                                                                                  with a range of words. Model
                                                                                                                                  reading words e.g. riding,
                                                                                                                                                                 following words.
                                                                                                                                                                 Hop, hope, help, hate, slip, love, slide, bite, like,
    their ending is   –ing is added. They don’t lose the                                           come, coming, hate,            ridding, hoping, hopping,      stride, fear, lick, power, rage, hide, make, come,
    changed.          e when consonant suffixes are            Identify conventions.               hating, help, helpful, fear,   snipping, sniping etc.         move, care, change, strike
    KS3 Literacy      added.                                                                       fearless, hope, hopeful.
    Progress Unit                                              Given base words and suffix         Play pairs games e.g.          Play consolidation games.
    (Phonics) p138                                             cards e.g. –ing, -ed, -ful, -less   pelmanism, snap.
                      Encourage children to think of the                                                                          Write sentences including
    Letters and       role of the split digraph in reading.    Try matching up base words          More able:                     some of the words we have
    sounds Phase 6    This may help them to understand         and suffix cards. Which             Same as main activity with     learned. Mark each letter.
                      why it isn’t needed any more.            work? Which don’t? Which            one extra challenge. Find
                                                               words follow the                    additional words that could
                      In a one syllable word e.g. hope.        conventions?                        have each of the suffixes
                      The split digraph indicates that the                                         added. Use dictionaries.
                      word should be read with the long
                      vowel sound /oe/ as opposed to
                      the word hop which has the short
                      vowel sound /o/
                      When ing is added. The words are
                      hopping and hoping. In these
                      words the double consonant
                      indicates that the word has a short
                      /o/ phoneme. The lack of the
                      double consonant indicates that
                      the long vowel consonant /oe/
                      should be used. Therefore the e
                      isn’t needed any more.
                      When adding –ed to a verb it is
                      worth pointing out that this can be
                      pronounced in three different ways
                      /t/, /d/, or /i/d/ depending on the
                      base word.
                      This will help children when they
                      are blending or segmenting words
                      that end in –ed.

                      /t/ - clapped, washed.
                      /d/ - cleaned, loved
                      /i/d/ - needed, landed

    To be able to     There are a lot of different             Generate rhyming words for          Less able:                     Play whole class               Small, drawn, ignore, more, fought, stall, awful,
    identify the      spellings of this phoneme. There         law, jaw, wall, talk. Identify a    Using a selection of high      consolidation games.           score, or, ought, law, scrawny, tore, ordinary,
    /au/or/ phoneme   are no clear cut conventions A lot       range of graphemes.                 frequency/common words                                        brought, saw, shawl, core, for, thought, draw,
    and know its      of these words simply need to be                                             Or, for, saw, ball, more,      Assess children carefully.     August, floor, forty, court, raw, authority, door, torn,
    most common       practised.                               Emphasise how many                  your, door, born, fork,        Which spelling patterns        tour, crawl, automatic, chalk, short, four, dawn,
    spellings.                                                 different graphemes there are       short, sport, storm, horse,    cause problems? Revisit.       taunt, stalk, lord, pour, scrawl, audible, talk, cork,
    KS3 Literacy      /au/or/                                  for this phoneme.                   north, torch, yawn, paw,                                      mourn, awkward, haunt, walk, horse, sure, awe,
                                                                                               Page 64                                         Rosie Robinson Fairlight Primary School 2007
    Progress Unit        At the beginning of the word it is                                       claw, draw, straw, talk,                                           author, corn, naughty, pure, claw, sauce, scorn,
    (Phonics) p224       likely to be aw, or, au                 Play team sort. Establish that   walk, wall, tall, small, stalk,                                    taught, daughter, lawn, store, order, caught, fall.
                                                                 there are some rough             walking, morning, popcorn,
    Letters and          At the end of a word                    conventions but no clear cut     forget, forgot, forty, August,
    sounds Phase 6       Common alternatives aw, or, our,        ones. Stress that these          autumn
                         ore                                     words need to be learned.
                                                                                                  Play blending, segmenting
                         In the middle of the word there are     Look, say, cover, write, check   games
                         many possibilities.                     (Y3LS method)
                                                                                                  More able:
                         augh and ough spellings are                                              Play team sort. Identify
                         usually followed by t.                                                   those conventions that it is
                                                                                                  possible to establish.
                         Graphemes
                         aw (claw), awe (awe), or (fork), au
                         (haul), our (four), ore (more), a
                         (wall), oor (door), al (talk), ure
                         (sure), ought (bought), augh
                         (caught),
    Learn how to         Silent letters are referred to as       Look at knife, whale, thumb,     Less able:                        Play consolidation games.        Knit, dumb, whale, wrapper, which, numb, wrist,
3   investigate, spell
    and read words
                         unsounded consonants in Letters
                         and Sounds.
                                                                 write. Underline the
                                                                 unsounded consonant.
                                                                                                  Use the same cards as
                                                                                                  everyone else play a pairs        Read out four words (3
                                                                                                                                                                     kneel, wreck, lamb, school, know, crumb, write,
                                                                                                                                                                     white, knight, tomb, honest, knuckle, wrinkle, bomb,
    with unsounded                                               Model spellspeaking these        game e.g. pelmansim or            without unsounded                chemist, wrong, knock.
    consonants           In a lot of cases we have               words.                           snap.                             consonants and 1 with)
    KS3 Literacy         unsounded consonants in words                                                                              Children write the word with
    Progress Unit        because spoken English has              Sort words into groups with      More able:                        the unsounded consonant on
    (Spelling)p112       changed more quickly than written       the same silent letters.         Sort words into groups with       their whiteboards.
                         English. In the past many of these                                       the same letters. Identify
                         words would have been                   Model using Look, say, cover,    conventions.                      Play ‘Silent Invaders’ game
                         pronounced as they are written.         write, check to learn these                                        http://www.bbc.co.uk/skillswis
                                                                 words (Y3LS version)                                               e/words/spelling/soundandsp
                         Unsounded b often occurs after m                                                                           ell/silentletters/game.shtml
                         or before t                             Remind children that for the
                         Unsounded k and g occur before          say part they should
                         n                                       spellspeak these words.
                         Unsounded l follows vowels
                         Unsounded w ofter precedes r.

                         Spellspeaking is a useful strategy
                         for learning these words.

                         Unsounded consonants can also
                         be thought of as working together
                         with another letter as a digraph. So
                         kn, mb, wr all make one sound just
                         as th does.
    Use learned          Make it clear that neither adults       Recap conventions spelling       Less able:                        Dictated sentences test.         boy, week, noise, poking, girl, order, school, out,
    conventions and      nor other children will help anyone     conventions learned so far –     Given word cards, (see                                             each, enter, found, tapping, for, spelling, stopped,
    strategies to        else with a spelling (in any lesson)    see brain bank KS3 Literacy      right) play Action replay         Test children on words they      jumped, week, pinned, holding, tried, start, checked,
    make strong          unless a child has first tried to use   Progress Unit (Phonics)p274                                        are probably unfamiliar with.    coat, steal, time, searched, hiding, stunned, right,
    choices when         a spelling strategy. This will help     Recap strategies for spelling    More able:                        Ask them to reflect on what      white, arm, showed, down, huge, corner, stolen,
    spelling             them to see that they can usually       unfamiliar words                                                   strategies they used.            compete, hidden.
    unknown words        spell most of a word and also help      e.g. Clap and count              Reflect on strategies that
    KS3 Literacy         them to identify tricky bits. Mini-     Route to spelling                they find most useful.            Look through books and ask
                                                                                                Page 65                                          Rosie Robinson Fairlight Primary School 2007
    Progress Unit          whiteboards are great for this.       Recalling memory jogs e.g.       Create a ‘My favourite         children to identify what
    (Phonics)p242                                                spellspeaking, words within      strategies’ fact sheet that    strategies they have used to
                           You may need to introduce this        words, mnemonics etc.            details how to use the         help them to spell different
                           through role play.                                                     strategies and the kinds of    words. Highlight in different
                                                                 Carry out cloze activity         words they are most useful     colours.
                                                                 KS3 Literacy Progress Unit       for.
                                                                 (Phonics)p245-254
    Learn how to           A root word or base word is a word    Model creating a word web.       Less able:                     Put a base word on the          Electric, electrical, electricity, electrician, electronic,
4   use knowledge
    of root words
                           to which prefixes or suffixes can
                           be added.                             Ask pupils to create word        Take the word play. Work
                                                                                                                                 board. Children suggest
                                                                                                                                 family words on mini
                                                                                                                                                                 electrocute, electrocution, electrify, electrifying,
                                                                                                                                                                 electrolysis.
    and word webs          A family of words is a set of words   webs for several words. Use      as a group on a large          whiteboards.
    to help spell          that can all contain the same root.   dictionaries to help.            sheet of paper. Create a                                       Child, children, childish, childless, childhood,
    families of            A word web is a kind of mind map                                       word web discussing how        Write up a word web with a      childlike, childishly.
    words.                 showing different words in a word                                      to spell possible words.       missing root word. Children
    KS3 Literacy           family.                                                                                               discuss what the root word      Excite, excites, exciting, excited, excitement,
    Progress Unit          e.g. sign can be connected to                                                                         may be.                         excitedly, unexcited, overexcited, overexcitement.
    (Spelling)p120         signature, signatory                                                   More able:
                           assign, assignment, assignation,                                       Give the children the base     Discuss how knowledge of        Help, helps, helper, helpful, helpless, unhelpful,
                           reassign                                                               word sign. Explain that a      word families can help          helping, helped, helpfully, helplessly, helplessness,
                           consign, consignment, consigned                                        lot of the words in the        spelling.                       helpfulness
                           resign, resignation, resigning,                                        family have prefixes.
                           resigned                                                               Create word webs. Point                                        Play, plays, playing, playful, replay, playfulness,
                           design, designer, designing,                                           out that lots of the family                                    played, replayed, playtime, playmate,
                           designed, designation, designate,                                      words have prefixes.
                           redesign.
    To learn to spell                                            Recap conventions or             Less able:                     Play whole class and            Examples of cross-curricular words
    cross curricular                                             introduce them if they haven’t   Using the same words as        independent consolidation
    words,                                                       been covered before              everyone else play             games.
                                                                 (phoneme spotter stories and     blending and segmenting
                                                                 team sort)                       games. Explore the fact        Write sensible sentences
                                                                 Train children to work through   that some graphemes can        containing as many ‘th’ or
                                                                 the Route to Spelling – see      be pronounced in more          ‘wh’ words as possible. Who
                                                                 powerpoint                       than one way and develop       can get the highest score
                                                                 1)Say the word                   strategies for dealing with    without losing sense.
                                                                 2)Do I know how to spell it?     this.
                                                                 3)Which bits can I already
                                                                 spell?                           More able:
                                                                 4)What is the tricky             Ask the group to hoose ten
                                                                 phoneme?                         cross curricular words that
                                                                 5)What do I know about the       they find tricky. Write them
                                                                 tricky phoneme?                  onto word cards and play
                                                                 6)What is my best guess?         consolidation games.
                                                                 7)Does it look right?

                                                                 Play consolidation games
    Know a range of        Strategies that can be helpful in     Recap strategies that have       Less able:                     Look at a word, ask children    Words that can be spelt using different strategies:
5   ways to deal with
    difficult spellings.
                           spelling words (and words they
                           could be used for
                                                                 been learned so far. Give
                                                                 examples.
                                                                                                  Use a selection of words.
                                                                                                  Skeleton, grate, stare,
                                                                                                                                 for possible strategies.        Homophones – there, here
                                                                                                                                                                 Words within words – vegetable, definite
    To know which          Homophone knowledge – here,                                            notice, minibus, carrot,       Mini whiteboard test. Mark      Analogy – delight, neighbour
    strategies to          there                                                                  here, there, delight, fright   each word.                      Roots – microscope, aquarium
    choose to spell        Words within words – vegetable,       Look at a selection of words.                                                                   Sounding out phonemes – parliament. Geography,
    particular words       definite                              Use the different strategies     Play blending and              Given three words put them      environment
    in personal            Analogy and letter strings –          as headers and sort the          segmenting games e.g.          into a sentence.                Syllables – literature, Wednesday
    writing.               delight, neighbour                    words by strategies that could   countdown, quickwrite etc.                                     Mnemonics – necessary, believe
                                                                                               Page 66                                        Rosie Robinson Fairlight Primary School 2007
KS3 Literacy        Knowledge of word roots –          be helpful. Some may fit in                                     Look through books.
Progress Unit       aquarium, microscope               more than one column.            More able:                     Children find words that they   Skeleton, grate, stare, notice, minibus, carrot, here,
(Spelling)p142      Segmenting phonemes (including     Outrageous, manageable,          Use a dictionary to explore    have used each of these         there, delight, fright, there, here, vegetable, definite,
KS3 Literacy        spellspeaking) – parliament,       nevertheless, history,           the roots micro, tele, aqua,   strategies to help them to      delight, neighbour, microscope, aquarium,
Progress Unit       geography, environment             discover, laboratory,            scope, phone, trans and        spell.                          parliament, geography, environment, literature,
(Phonics)p242       Clapping out syllables – family,   manufacture, disappear,          identify what they mean.                                       Wednesday, necessary, believe, beautiful,
                    literature, wednesday              transformation.                                                                                 competition, conscience, diary, secretary, their,
                    Mnemonics – because, necessary,                                                                                                    emough, outrageous, manageable, nevertheless,
                    believe.                                                                                                                           history, discover, laboratory, manufacture,
                                                                                                                                                       disappear, transformation.

To learn to spell                                      Recap conventions or             Less able:                     Play whole class and            Examples of cross-curricular words
cross curricular                                       introduce them if they haven’t   Using the same words as        independent consolidation
words,                                                 been covered before              everyone else play             games.
                                                       (phoneme spotter stories and     blending and segmenting
                                                       team sort)                       games. Explore the fact        Write sensible sentences
                                                       Train children to work through   that some graphemes can        containing as many ‘th’ or
                                                       the Route to Spelling – see      be pronounced in more          ‘wh’ words as possible. Who
                                                       powerpoint                       than one way and develop       can get the highest score
                                                       1)Say the word                   strategies for dealing with    without losing sense.
                                                       2)Do I know how to spell it?     this.
                                                       3)Which bits can I already
                                                       spell?                           More able:
                                                       4)What is the tricky             Ask the group to hoose ten
                                                       phoneme?                         cross curricular words that
                                                       5)What do I know about the       they find tricky. Write them
                                                       tricky phoneme?                  onto word cards and play
                                                       6)What is my best guess?         consolidation games.
                                                       7)Does it look right?

                                                       Play consolidation games




                                                                                     Page 67                                        Rosie Robinson Fairlight Primary School 2007