St Margaret's Lee CE Primary School

How is Read Write Inc used to develop writing confidence?

How can parents and carers help at home with spelling?

For children in Year 1 and Year 2 who are reading Read Write Inc books, it's really simple:

practise spelling the 'red' words (words that occur frequently but don't follow a standard phonic pattern) that are in the book your child has taken home (usually on p7)

We have made a list of all the 'red words' that children will be quizzed on and practising in class. This can be viewed or downloaded below.

What is Letterjoin Handwriting?

Letter-join is a whole school handwriting scheme offering a combination of traditional and digital resources. These include classroom presentations, handwriting activities, online games and worksheets.

How can parents and carers help at home with handwriting?

Remind your child:

To hold their pencil in ‘perfect pencil grip’ (hold a pencil in a tripod pencil grip with the non-writing hand flat holding their paper)
Say the handwriting phrase to help them form the letter correctly – see Handwriting Phrases on https://www.ruthmiskin.com/en/find-out-more/parents/ or below ...

Challenge your child to see how many sounds they can write in a minute.

Say the sound and children write e.g. ‘write m’, ‘write s’, ‘write w’.

What is Talk For Writing and how is it used to develop writing confidence?

Talk For Writing Website link

KS1 Spelling lists

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	Spellings - 7	Spellings - 13
the	Mr	yellow
go	Mrs	blue
to	called	purple
into	asked	brown
I	people	orange
no	because	white

Spellings - 2	Spellings – 8	Spellings - 14
he	once	Monday
she	water	Tuesday
we	where	Wednesday
me	who	Thursday
be	again	Friday
was	though	Saturday / Sunday

Spellings - 3	Spellings - 9	Spellings - 15
you	through	January
they	friends	February
all	eyes	August
are	different	September
my	any	October
her	many	December

Spellings - 4	Spellings - 10	Spellings - 16
said	laughed	one
have	could	two
like	would	three
so	should	four
do	every	seven
some	someone	eight

Spellings - 5	Spellings - 11	Spellings - 17
come	thought	it’s
were	magic	we’re
there	more	there’s
little	everyone	don’t
one	these	didn’t
when	school	won’t

Spellings - 6	Spellings - 12
out	our
what	I’ll
with	I’ve
oh	animals
looked	house
their	didn’t

What is CUSP Spelling in KS2?

coming soon

What punctuation and grammar is taught in each year group?

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

Year 6
Word	The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go in – enter] How words are related by meaning as synonyms and antonyms [for example, big, large, little].
Sentence	Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)]. The difference between structures typical of informal speech and structures appropriate for formal speech and writing [for example, the use of question tags: He’s your friend, isn’t he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech]
Text	Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]
Punctuation	Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It’s raining; I’m fed up] Use of the colon to introduce a list and use of semi-colons within lists Punctuation of bullet points to list information How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]
Terminology for pupils	subject, object active, passive synonym, antonym ellipsis, hyphen, colon, semi-colon, bullet points

Writing