Writing
KS1 Spelling
When children begin writing, spelling often follows phonic cues e.g. because will be spelled 'becoz' or people spelled 'peepl'. Children learn the spelling of words as they read e.g. cat, frog, bake etc. and they learn to spelling through our phonic teaching programme. We begin to introduce the spelling of irregular high frequency words (common words that don't follow a simple phonic pattern) in Year 1.
Below is the list of words that we aim for all children to be able to spell and apply in their independent writing.
Spellings - 1
the
go
to
into
I
no
Spellings - 2
he
she
we
me
be
was
Spellings - 3
you
they
all
are
my
her
Spellings - 4
said
have
like
so
do
some
Spellings - 5
come
were
there
little
one
when
Spellings - 6
out
what
with
oh
looked
their
Spellings - 7
Mr
Mrs
called
asked
people
because
Spellings – 8
once
water
where
who
again
though
Spellings - 9
through
friends
eyes
different
any
many
Spellings - 10
laughed
could
would
should
every
someone
Spellings - 11
thought
magic
more
everyone
these
school
Spellings - 12
our
I’ll
I’ve
animals
house
didn’t
Spellings - 13
yellow
blue
purple
brown
orange
white
Spellings - 14
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Spellings - 15
January
February
August
September
October
November
December
Spellings - 16
We will have quiz on six random numbers between 0-20
Spellings - 17
it’s
we’re
there’s
don’t
didn’t
won’t
KS2 Spelling
In Year 3-6, spelling is primarily learned through the review of independent writing and the explicit teaching of spelling rules and patterns:
In class, children are taught the rules and patterns for their year group (you can download below). These aim to help children learn spelling rules and patterns which can be applied when trying to spell new or difficult words.
We believe that the pathway to becoming a successful speller is rooted in reading and the development of vocabulary. This is reflected in our reading, spelling and writing sessions, which place emphasis on defining and using new words in context. Once learned, children are encouraged to apply their spellings in all independent writing and teacher feedback encourages children to take increasing responsibility for correcting spellings themselves.
Our policy on the marking of spelling
Teacher professional judgement and knowledge of each child will always dictate the extent of spelling correction expected. However as a general guide, we expect children to correctly spell up to the point learned. Misspelt words are underlined and should be corrected by the child.
Punctuation and grammar
Punctuation and grammar are taught in the context of a writing lesson and reinforced in children's independent writing. e.g. inverted commas may be taught to demarcate speech and then children may write a short story involving a character talking directly
Below is an overview of what is generally covered in each year group.
| Year 1 | |
|---|---|
|
Word |
Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper) How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat] |
|
Sentence |
How words can combine to make sentences Joining words and joining clauses using and |
|
Text |
Sequencing sentences to form short narratives |
|
Punctuation |
Separation of words with spaces Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences Capital letters for names and for the personal pronoun I |
|
Terminology for pupils |
letter, capital letter word, singular, plural sentence punctuation, full stop, question mark, exclamation mark |
|
Year 2 |
|
|---|---|
|
Word |
Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman] Formation of adjectives using suffixes such as –ful, –less (A fuller list of suffixes can be found on page 57 in the year 2 spelling section in English Appendix 1) Use of the suffixes –er, –est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs |
|
Sentence |
Subordination (using when, if, that, because) and co-ordination (using or, and, but) Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon] How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command |
|
Text |
Correct choice and consistent use of present tense and past tense throughout writing Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting] |
|
Punctuation |
Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences Commas to separate items in a list Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name] |
|
Terminology for pupils |
noun, noun phrase statement, question, exclamation, command compound, suffix adjective, adverb, verb tense (past, present) apostrophe, comma |
|
Year 3 |
|
|---|---|
|
Word |
Formation of nouns using a range of prefixes [for example super–, anti–, auto–] Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box] Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble] |
|
Sentence |
Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of] |
|
Text |
Introduction to paragraphs as a way to group related material Headings and sub-headings to aid presentation Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play] |
|
Punctuation |
Introduction to inverted commas to punctuate direct speech |
|
Terminology for pupils |
preposition, conjunction word family, prefix clause, subordinate clause direct speech consonant, consonant letter vowel, vowel letter inverted commas (or ‘speech marks’) |
|
Year 4 |
|
|---|---|
|
Word |
The grammatical difference between plural and possessive –s Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done] |
|
Sentence |
Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair) Fronted adverbials [for example, Later that day, I heard the bad news.] |
|
Text |
Use of paragraphs to organise ideas around a theme Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition |
|
Punctuation |
Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”] Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names] Use of commas after fronted adverbials |
|
Terminology for pupils |
determiner pronoun, possessive pronoun adverbial |
|
Year 5 |
|
|---|---|
|
Word |
Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify] Verb prefixes [for example, dis–, de–, mis–, over– and re–] |
|
Sentence |
Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must] |
|
Text |
Devices to build cohesion within a paragraph [for example, then, after that, this, firstly] Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before] |
|
Punctuation |
Brackets, dashes or commas to indicate parenthesis Use of commas to clarify meaning or avoid ambiguity |
|
Terminology for pupils |
modal verb, relative pronoun relative clause parenthesis, bracket, dash cohesion, ambiguity |
|
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