School List for Spelling Practice

The National Church Of England Junior School, Grantham

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Name Description Group
All year groups: Colours (not so common) To revise other common colours. To spell some of the other common colours correctly within writing All year groups
All year groups: Colours (other common ones) To revise other common colours. To spell some of the other common colours correctly within writing All year groups
All year groups: Colours (Rainbow) To revise the colours in the rainbow (in order). To spell some of the colours in the rainbow correctly within writing All year groups
All year groups: Days of the Week To revise the days of the week (in order) To spell some of the days of the week correctly within writing All year groups
All year groups: High Frequency words: List 1 To revise the first 100 high-frequency words (in order of frequency). To spell some of the first high-frequency words correctly within writing All year groups
All year groups: High Frequency words: List 10 To revise the first 100 high-frequency words (in order of frequency) To spell some of the first high-frequency words correctly within writing All year groups
All year groups: High Frequency words: List 2 To revise the first 100 high-frequency words (in order of frequency) . To spell some of the first high-frequency words correctly within writing All year groups
All year groups: High Frequency words: List 3 To revise the first 100 high-frequency words (in order of frequency). To spell some of the first high-frequency words correctly within writing All year groups
All year groups: High Frequency words: List 4 To revise the first 100 high-frequency words (in order of frequency) To spell some of the first high-frequency words correctly within writing All year groups
All year groups: High Frequency words: List 5 To revise the first 100 high-frequency words (in order of frequency) To spell some of the first high-frequency words correctly within writing All year groups
All year groups: high Frequency words: List 6 To revise the first 100 high-frequency words (in order of frequency) To spell some of the first high-frequency words correctly within writing All year groups
All year groups: High Frequency words: List 7 To revise the first 100 high-frequency words (in order of frequency) To spell some of the first high-frequency words correctly within writing All year groups
All year groups: High Frequency words: List 8 To revise the first 100 high-frequency words (in order of frequency) To spell some of the first high-frequency words correctly within writing All year groups
All year groups: High Frequency words: List 9 To revise the first 100 high-frequency words (in order of frequency) To spell some of the first high-frequency words correctly within writing All year groups
All year groups: Months of the Year To revise the months of the year (in order and not in order) To spell some of the months of the year correctly within writing All year groups
All year groups: Numbers (1-20) To revise the numbers 1-20 (in order. To spell some of the numbers 1-20 correctly within writing All year groups
Christmas Cheer To spell a range of words relating to the theme of Christmas. All year groups
Common Words: List 1 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 10 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 11 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 12 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 13 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 14 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 15 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 16 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 17 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 18 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 19 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 2 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 20 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 3 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 4 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 5 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 6 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 7 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 8 To revise and spell the next 200 most common words in order of frequency All year groups
Common Words: List 9 To revise and spell the next 200 most common words in order of frequency All year groups
EASTER words To learn, spell and use a range of vocabulary words linked to the season of EASTER All year groups
O Holy Night To spell a range of words linked to the theme of The Nativity and the birth of Jesus Christ All year groups
Book 3: Rule 10: adding s/se Remember: If a word ends with a consonant before the y, change the y to I to add es. eg, try = tries. If there is a vowel before the y, just add s. eg. destroy = destroys. Simply learn the rules and pattern! Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 11: Revision of el, il, le, al Remember: Some words end in el, il, le, al. Simply learn the rules and patterns. Try some of these words to consolidate the rules and patterns NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 12: Topic Words 2: Maths Remember: Sometimes it is useful to learn spellings that belong to the same topic. These are all maths related ones. Simply learn the rules and patterns. Can you think of any other maths related ones? Why not amaze your teacher with them! NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 13: c or k patter Remember: The "k" sound is spelt ck after a short vowel and k after a long vowel or consonant. eg stick, choke. At the end of a two-syllable word it is often spelt c eg music. Simply try and learn these rules and patterns to help you with the spellings. Can you think of any more? NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 14: x and ex pattern Remember: Very few words begin with x but lots begin with ex. eg. exclaim, expand, experience. Sometimes you might accidentally spell them ecs... Simply try and learn these rules and patterns to help you with the spellings. Can you think of any more? NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 15: More "or" sound spellings Remember: The main spellings of the "or" sound are or and aw. eg sport, awkward. But there are also other spellings to learn that have the "or" sound. eg ward, August, stalk, thought, therefore. Simply try and learn these rules and patterns to help you with the spellings. Can you think of any more? NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 16: More "ur" sounds Remember: The main spellings for the "ur" sound in the middle of a word are ur, ir and er. eg blur, dirt, fern. There are others you need to learn too. eg word, earn. Simply try and learn these rules and patterns to help you with the spellings. Can you think of any more? NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 17: More "oo" and "yoo" sound spellings Remember: The main spelling for the "oo" and "yoo" spellings are oo, ue, ew, u-e. eg scoot, blue, few, huge. There are other spellings you need to learn too. eg. cruise, move, super, group. Simply try and learn these rules and patterns to help you with the spellings. Can you think of any more? NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 18: Topic Words: Describing words Remember: It is important to make writing interesting. We can do this using descriptive WOW words (sometimes these are adjectives, adverbs, abstract nouns) Simply try and learn these interesting words to help you improve your writing. Can you think of any more descriptive words? Why not impress your teacher with some! NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 19: Adding y Remember: Use the rules "drop the e" and "double the last letter" to add y. eg. Smoke - smoky, wobble - wobbly, fog - foggy. Some words you just add a y. eg. rain - rainy. Simply try and learn these rules and patterns to help you with the spellings. Can you think of any more? NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 1: Words ending in le Remember: The "ul" sound at the end of the two-syllable words is most often spelt le. eg double, uncle. Try it: Try some of these words to consolidate the rule and pattern. NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 20: Adding er and est Remember: Use the same rules for adding er and est as you used for adding ed. Drop the e (safe - safer) Double the last letter (big - bigger) Change the y to an I (funny funniest)Simply try and learn these rules and patterns to help you with the spellings. Can you think of any more? NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 21: Adding ly Remember: For most words, just add ly (near - nearly, brave - bravely) For some words that end in y, change to a i (merry - merrily) for words that end in le, change le to ly (simple - simply) Simply try and learn these rules and patterns to help you with the spellings. Can you think of any more? NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 22: Suffixes ful, les, able, ness, ment, er Remember: Finding the root word (main word) and recognising the suffix (the ending) can help us to spell lots of longer words. faith - faithful, faithless, drink - drinkable, read - reader, readable, dark - darker, darkness etc. Simply try and learn these rules and patterns to help you with the spellings. Can you think of any more? NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 23: Revision 2: Consolidation of all patterns to far. Remember: There are many rules and patterns to learn for certain spellings. Think back to all that we have covered so far. These are a few to see it you know the rules and patterns. Why not test yourself on some others too! NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 24: Topic Words 4: Science Remember: Sometimes it is useful to learn spellings as topic words. Words that are connected by a theme. These are all linked by the theme of science. Can you think of any others which would fit into this category? Why not amaze your teacher by giving them some more. NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 25: Shortened forms. Contractions with pronouns Remember: Shortened forms often follow a pronoun. The apostrophe goes after the pronoun in the place of the missing letter or letters (this is sometimes called apostrophe for omission) I had - I'd, I am - I'm Do you know the full form? the Standard English form? Simply try and learn these rules and patterns to help you with the spellings. NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 26: Other contracted forms Remember: Shortened forms often follow a pronoun. The apostrophe goes after the pronoun in the place of the missing letter or letters (this is sometimes called apostrophe for omission) Do not - don't, are not - aren't, he would - he'd Do you know the full form? the Standard English form? Simply try and learn these rules and patterns to help you with the spellings. NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 27: Silent letters Remember: Some words have letters that you cannot hear. To help you learn them, it might be an idea to "sound" them out. It might sound strange but it could help you remember the "silent" letter. knock, climb, wrap, listen, scene. Simply learn the rules and patterns for these spellings. Do you know any other words with these patterns? NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 28: Soft g and soft c Remember: Sometimes a soft "j" sound is spelt g (magic, ginger, strange) Sometimes a "s" sound is spelt c (centre, recipe, notice) NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 29: Homophones Remember: Some words sound the same but have different spellings and meanings. These are homophones. Do you know what each of these homophones mean? Can you think of any others? NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 2: Double letters before le Remember: A long vowel is followed by one consonant before le. eg needle. A short vowel is followed by two consonants before le. eg dazzle. Try it: Try some of these words to consolidate the rule and pattern. NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 30: Topic Words: English Remember: Sometimes it is helpful to learn spellings as topic or theme. These are all words connected to the topic English. Can you think of any more? Why not look out in your English lessons. Tell your teacher some. NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 31: Prefixes. re, de, pre, mis Remember: It is useful to think of the root word (main word) and then the prefix (the part that is added onto the beginning) A prefix changes the meaning of the word but not the overall spelling. do - redo, mist - demist, fix - prefix, treat - mistreat. Can you work out what the prefixes re, de, pre, mis mean?Simply learn the rules and patterns for these spellings. Do you know any other words with these patterns? NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 32: More Prefixes Remember: It is useful to think of the root word (main word) and then the prefix (the part that is added onto the beginning) A prefix changes the meaning of the word but not the overall spelling. re, de, non, mis, dis, anti, un, sub. Can you work out what the prefixes re, de, pre, mis mean?Simply learn the rules and patterns for these spellings. Do you know any other words with these patterns? NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 33: Words ending in "ture" and "sure" Remember: A "chuh" sound at the end of a word is often spelt ture (fixture)A "zhuh" sound at the end of the word is often spelt sure (closure)Simply learn the rules and patterns to help you remember these spellings. Do you know any more words that are similar? NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 34: Possessive Apostrophe Remember: Adding 's shows that something belongs to someone. Jill's trainers - the trainers that belong to Jill. The man's boots - the boots that belong to the man. Simply learn the rules and patterns to help you remember these spellings. These are some examples of the apostrophe being used for possession. You need to think of other sentences with it in. NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 35: Revision 3 Remember: These are a collection of spellings and rules that we have already covered. Do you know them? Can you apply the rules and patterns? Good Luck! NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 36: Tricky Words Remember: Sometimes a word or part of a word maybe tricky to us. think about a range of spelling strategies. It maybe splitting the word up, sounding it out, thinking of smaller words inside it. How are these tricky? What words are tricky to you? You may like to write them down and learn them too! NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 3: Double letters before other endings Remember: Use the double the consonant rule to help you spell two-syllable word with other endings. super (long vowel) supper (short vowel) Some consonants are never doubled eg seven, never. Try it: Try some of these words to consolidate and learn the rule and patterns NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 4: Words ending in el, al, il Remember: In some words an "ul" sounding ending is spelt el, al or il. eg model, animal, April. Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 5: More word endings Remember: some endings are found on many words. Endings are not always spelt as they sound. village, fiction, target. Can you spot any patterns with these words? Can you create some rules? Try it: Try some of these words to consolidate the rule and patterns NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 6: Capital letters for months of the Year Remember: Some words need a capital letter. Remember the word MINTS (months of the year, I, names of people or places, Titles, Start of a sentence) Try it: Try some of these words to consolidate the rule and patterns NEW National Curriculum Spellings: Y3: Book 3
Book 3: Rule 7: Adding ed Remember: use the rules "just add ed", "drop the e" and "double the last letter" to add "ed" words. eg. close - closed, trip - tripped. Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y3: Book 3
Book 4: Rule 10: qu and que pattern Remember: In mot words the letters qu represent a "kw" sound. quite, equal. But some words end with a "k" sound that is spelt "que" mosque. Some follow patters and rules, others do not. Simply learn them! Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 11: Revision of spellings Remember: Some of these words have ery, al, y, ure, eur, ch, gue, gu, que, sc patters. They are all ones you will have already come across. Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 12: Topic Words: Maths Remember: Sometimes it is helpful to learn spellings as themes or topics. These are all maths related ones. What other mathematical words do you know? Can you spell them? NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 13: Letter string ear Remember: A letter string is a sequence of letters that you will see in many words. One letter string can represent a variety of sounds. hear, bear, learn. Perhaps say the words aloud to hear the sound they make. Simply learn these rules and patterns to help with the spellings. Do you know any other words similar? NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 14: Letter string gh Remember: The letter string gh appears after different combinations of vowels. Can you see any patterns or rules? Can you create some? Simply learn these rules and patterns to help with the spellings. Do you know any other words similar? NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 15: Prefixes al, a, ad, be Remember: Learn to recognise prefixes like al, a, ad, be. They are found at the start of lots of words. always, across, adore, beside. They change the meaning of the words. Simply learn these rules and patterns to help with the spellings. Do you know any other words similar? NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 17: Adding ly Remember: If the words ends with l, just add ly. (real - really) If the words ends with e, just add ly (love - lovely)If the words ends with le, change the le to ly (simple - simply)Simply learn the rules and patterns to help you with the spellings. Do you know any others that are similar? NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 18: Topic Words 2: Science Remember: Sometimes it is useful to learn spellings as themes or topics. These are all science related words. What is your science topic at the moment? Why not impress your teacher by sharing some words and spellings you know! NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 19: Adding ed and ing Remember: Use the rules to add ing and ed to verbs. Can you work out what the rule and pattern is? Simply learn the rules and patterns to help you with the spellings. Do you know any others that are similar? NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 1: Homophones 1. Remember: Homophones sound the same but have different spellings. Think about their meaning to choose the correct spelling. eg.leak or leek? Try it: Try some of these words to consolidate the rule or patterns. NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 20: Adjective Suffixes (al, ic, able, ive) Remember: The vowel suffixes al, ic, able, ive make words into adjectives. eg. musical, graphic, breakable, explosive. Simply learn the rules and patterns to help you with the spellings. Do you know any others that are similar? NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 21: Verb Suffixes (ise, ify, ate, en) Remember: The vowel suffixes ise, ify, ate, en make words into verbs. (finalise, glorify, educate, weaken) Top tip: You may need to drop the final e or y to add these suffixes. Simply learn the rules and patterns to help you with the spellings. Do you know any others that are similar? NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 22: Forming Nouns Remember: These suffixes are added to form a range of nouns Consonant suffixes: nes, ment, ship, hood, dom. Vowel suffixes: age, ity, ist. Simply learn the rules and patterns to help you with the spellings. Do you know any others that are similar? NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 24: Topic Words 3: Geography Remember: Sometimes it is helpful to learn spellings as themes or topics. These are all geography related ones. Are you studying geography at the moment? What words do you need to know? Maybe impress your teacher by sharing with them some geographical related words that you know! NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 25: Adding ation Remember: Add "ation" to the end of verbs to form nouns. eg. Form - formation. Simply learn the rules and patterns to help you with the spellings. Do you know any others that are similar? NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 26: Words ending in "shun" Remember: Use tion if the root word ends in t or te (subtract - subtraction) Use sion if the root words endings d/de or s/se (divide - division) Use ssion if the root words ends ss (discuss - discussion) Simply learn the rules and patterns to help you with the spellings. Do you know any others that are similar? NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 27: Words ending in ous, ious Remember: An "us" sound at the end of words is spelt ous (enormous) If there is an "ee" sound before the "us" sound it is spelt ious (serious) NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 28: Words ending in able and ible Remember: the ending able usually follows a root word (agree - agreeable) The ending ible usually follows a part-word or the letter s (terrible, sensible) NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 29: The possessive apstrophe (plurals) Remember: The possessive apostrophe ' is added onto and into words to show "belonging to" (The girl's bag = The bag belonging to the girl) If a plural ends in s, add the possessive apostrophe but NO extra s. (The boys' coat = the coat belonging to the boys) If a plural does not have an s, simply add the apostrophe and then an s (The children's coats = the coats belonging to the children) These are some examples - can you think of any more? Simply learn the rules and patterns to help you with the spellings. Do you know any others that are similar? NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 2: Homophones 2. Remember: Homophones sound the same but have different spellings. If you get two words confused, use a memory trick to link the spelling to the meaning. eg peace is ace, piece of pie NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 30: Topic Words 4: English Remember: Sometimes it is useful to learn spellings as topics or themes. These are all English related ones. Can you think of any other words that could belong to the theme of "English"? NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 32: Detecting roots and affixes Remember: Many longer words are made from a root word (main part / word) and affixes (prefixes - beginning and suffixes - endings) To help with the spellings, break the words back down. unforgivable = un - for - give - able. Why not try it with these and others to help with your spellings. NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 33: Word Families Remember: Thinking of words from the same family can help you spell them correctly. Simply learn the rules and patterns to help you with the spellings. Do you know any others that are similar? Can you think of other words in the same families? NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 34: Greek and Latin Prefixes Remember: Our language has changed over time and sometimes we have taken words from other places. These words have Greek or Latin origins. Sometimes understanding the meaning of a prefix can help with the spelling and word. Do you know their meanings? Can you guess them? NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 35: Revision 3 Remember: These words are ones we have already encountered. Can you remember their rules and patterns? Do you know them now even after all this time? Challenge yourself! NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 36: Topic Words 5: School Subjects Remember: It is important to know the names and spellings of the subjects that you have at school. It is important to also know other key words connected to the topic of school. How many more do you know? Can you spell them? NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 3: The ch grapheme Remember: The sound "k" is sometimes spelt "ch" (Christmas, school, echo) The sound "sh" is also sometimes spelt "ch" (Chef) ch spelling but "sh" sound in words is French origin. "k" sound is Greek origin. Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 4: Y as a vowel Remember: Vowel sounds are often split spelt y at the end of the words. lady (long e) spy (long I) Vowels are sometimes spelt y in the middle of the words. style (long I) cylinder (short i) Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 5: The apostophe test! Remember: To check is you need an apostrophe, ask yourself - "is it shortened form?" or "is it belonging to?" Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 6: Tricky Words 1 Remember: Some words have specific parts which can be a little tricky. Try to learn them off by heart, creating your own rule to remember them by. Can you think of others? Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 7: Tricky Plurals 1 Remember: Most words ending in f or fe drop the f and add ves to make a plural. leaf - leaves, life - lives. A few words simply just add s eg sniff - sniffs, roof - roofs. Some change the y to ies, others add es. Can you spot any patterns? Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 8: Tricky Plurals Remember: To make a plural of words ending in o, some add s and others add es. One solo = two soloes, Some words do not add an s but change in other ways. They are trickier. Some follow patters and rules, others do not. Simply learn them! Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule 9: Spelling pattern gu and gue Remember: Sometimes a hard 'g' sound is spelt gu. guinea pig. At the end of some words a hard 'g' sound is spelt gue 'synagogue' Some follow patters and rules, others do not. Simply learn them! Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y4: Book 4
Book 4: Rule: Revision 2 Remember: These are a collection of words and rules that we have already covered. Sometimes it is important to "revise" spellings to help you learn them. NEW National Curriculum Spellings: Y4: Book 4
Book4: Rule 16: Detecting Prefixes Remember: Recognising root words and prefixes will help you spell longer words. Sometimes it helps to split the word up. Simply learn the rules and patterns to help you with the spellings. Do you know any others that are similar? NEW National Curriculum Spellings: Y4: Book 4
Bok 5: Rule 26: Adding suffixes: words ending in y Remember: Change y to I to add suffixes except ing. (pity - pitiful, pitied, pitiful) There are of course however some exceptions which you'll need to learn. Simply learn the rule and pattern to help you with the spellings. Can you think of any others? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 10: ie or ei pattern Remember: A long "e" sound is often spelt ie, unless it comes after the letter c. Think i before e except after c. Some follow patters and rules, others do not. Simply learn them! Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 11: Revision of spelling patterns Remember: These are a collection of spelling patterns already seen. some will include ful, ed, ie, ei, our, au, ie, ate strings. Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 12: Topic Words: Geography Remember: Sometimes it is helpful to learn spellings in themes or as a topic. These are some linked to the theme of geography. Can you think of any others which would fit into this category? Are you studying geography at the moment? What words could you add? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 13: Words with the soft c Remember: A "s" sound is spelt c when it is followed by i, e or y. Simply learn these rules and patterns to help with the spellings. Do you know any other words similar? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 14: Spelling Pattern ci, cu, cc Remember: The letter c sometimes combines with other letters to make different sounds. ci = "sh" appreciate, cu = "q" rescue, cc = "x" access. Think about the letters and the sounds they are making. Simply learn these rules and patterns to help with the spellings. Do you know any other words similar? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 15: Words with the soft g Remember: A "j" sound is often spelt g before the letters e,i,y (digest, strange, giant, imagine, gym) Simply learn these rules and patterns to help with the spellings. Do you know any other words similar? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 16: Silent Letters Remember: Some letters can have silent consonants attached to them. wrong, sign, thistle, knight, autumn. A top tip is to sound out the silent letters or use a memory trick. It can sound a little silly saying them out loud but it might help you remember the letters. Simply learn these rules and patterns to help with the spellings. Do you know any other words similar? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 17: Words ending in ti, tu Remember: Endings beginning with ti and tu create "sh" and "ch" sounds. ti - "sh" friction, initial, fictitious. tu - "ch" picture, actual. Simply learn these rules and patterns to help with the spellings. Do you know any other words similar? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 18: Topic Words: Science Remember: Sometimes it is helpful to learn spellings as themes or topic words. These are science related words. What other "science" words do you know? What is your science topic at the moment? What KEY words do you need to learn how to spell for your topic? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 19: Prefixes. in, im, ir, il Remember: A prefix comes at the start of the word, in front of the root word (the main word) It changes the meaning of the root word. Doubling letters occur when the prefixes are added to the words starting with m,r,l. immortal, irresistible, illegal. The letter is not doubled if it is a different letter. (eg in added to convince become inconvenience) Simply learn these rules and patterns to help with the spellings. Do you know any other words similar? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 1: Unstressed Vowel 1. Say the syllable Remember: A syllable is a unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or a part of a word; for example, there are two syllables in water and three in inferno. In longer words, some syllables and vowels are difficult to hear when they are spoken normally. Say the syllables clearly and stress the hidden vowels and syllables. Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 20: More ad prefixes Remember: These prefixes (part of words that are added onto the start of root words to change the meaning)are all related to the prefix "ad". Often, but not always, adding them results in double letters. affix, appear, attain, accord, arrears. Simply learn these rules and patterns to help with the spellings. Do you know any other words similar? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 21: Detecting prefixes and roots Remember: Not all words with prefixes have a complete root word. Other prefixes are added to a shorter root (pro-gress - pre-fer)Simply learn the rule and pattern to help you with the spellings. Can you think of any others? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 22: Homophones Remember: Some words that sound the same have different meanings and spellings. These are called homophones. (rain - refers to the weather. reign - refers to royalty. rein - refers to horses riding gear) Do you know any other homophones? Which do you struggle with? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 23: Revision 2 Remember: These words and spellings we have already encountered. Sometimes it is important to recap and revisit words to make sure that we have learnt them correctly. How many of their rules and patterns could you remember? Good Luck! NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 24: Topic Words 3: Maths Remember: Sometimes it is helpful to learn words and spellings as themes or topics. These are all mathematical words. What other ones do you know? Can you group them into categories? Perhaps impress our Maths Subject Leaders Mrs Goode and Miss Johnson with them! Good Luck! NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 25: Adding suffixes: words ending e Remember: A suffix occurs at the end of a word. It often changes the meaning. Drop the e to add vowel suffixes: keep the e to add consonant suffixes. (hope - hoping, hoped, hopeless, hopeful) There are some exceptions however and you may need to learn those off by heart. Simply learn the rule and pattern to help you with the spellings. Can you think of any others? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 27: Adding suffixes: doubling the last letter Remember: Double the last letter to add vowel suffixes such as ed, er est, en, ing and y. Do not double the last letter is the word ends in an unstressed syllable. Simply learn the rule and pattern to help you with the spellings. Can you think of any others? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 28: Words ending in ous Remember: In many words, ous follows the normal rules for adding a vowel suffix. nerve - nervous, industry - industrious. Sometimes unexpected and irregular changes occur that you simply need to learn and know. Simply learn the rule and pattern to help you with the spellings. Can you think of any others? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 29: Words ending in able and ible Remember: In most words, adding able follows the normal rules for adding a vowel suffix (dispose - disposable) But words ending in soft c or soft g retain the e to keep the sound soft. (replace - replaceable) NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 2: Unstressed vowels 2. Word Structure Remember: Some vowels get lost when affixes (beginning or ending) are added. fattening, describe. Think of the root word, prefix and suffix to help you spell the words like this. Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 30: Topic Words 4: English Remember: It is sometimes helpful to learn spellings and words as themes or topics. These are all English related words. Do you know any others? Why not impress our English Subject Leaders Mrs Thomas and Mrs Eade with some that you already know and have learnt. Do you know what these words mean? Good Luck NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 31: Word Structures Remember: Many words are created by adding affixes to root words, so thinking about how a word is formed will help you to spell it. These words are connected to the prefixes: dis, re, un, ap and the suffixes: ed, ful, able, ly, al, er. Can you think of any more for yourself? Simply learn the rule and pattern to help you with the spellings. Can you think of any others? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 32: Word Families Remember: Thinking about word and families linked by meaning can give you a clue to spelling the words. Can you think of any other word families? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 33: Word Histories Remember: The English Language has changed over time and throughout history. We have borrowed, adapted and shared our language with forms from around the world. Sometimes knowing the history, meaning and roots of words can help you to spell them. Do you know the meaning and origin of some of these words / forms? Have fun finding out! NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 34: Common confusions Remember: the English language can indeed be quite confusing... take a break, relax and try your hardest. Perhaps think of your own tricks and ways of remembering the words spellings and meanings. Some words are confused because they have similar spellings. eliminated or illuminated? Do you know the difference? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 35: Revision 3 Remember: These words are all ones that we have encountered already. Do you remember their rules and patterns? Do you know how to spell them? Good Luck NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 36: Personal spellings Remember: Accurate spellings do not come naturally. They have to be learnt, applied and revisited. It is important to remember to learn them; learn the rules; think about patterns; think about memory devices. These are a few spellings that Mrs Thomas admits to struggling over at times! What words do you find difficult? NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 3: Words ending in "er" sound Remember: An unstressed "er" sound at the end of a word might be spelt er, ar, or or re. Stressing and sounding out the ending will help you remember the correct spelling. Try it: Try some of these words to consolidate the rule and patterns NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 4: Words ending in ary, ory, ery Remember: Some words have similar sounding endings (ary, ery, ory) Stress the vowel to distinguish between ary, ery and ory. eg Jan-u-Ary,fac-tOr-y, scen-Er-y. Try it: Try some of these words to consolidate the rule and patterns NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 5: Words ending in the sound "shun" Remember: There are different spellings for the sound "shun". Use tion if it ends t/te and most other letters (perfect- perfection) Use cian if the root ends ic (politic - politician) Use sion if the word ends d/de or se (persuade - persuasion) Use ssion if the root word ends ss or it (admit - admission) Try it: Try some of these words to consolidate the rule and pattern. NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 6: Tricky Words Remember: Some words can be a little tricky to learn and spell. Try taking the word apart to look for the tricky bit! Can you spot any rule or pattern? Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 7: Letter string au Remember: The letter string au represents a different sound in different words. Some follow patters and rules, others do not. Simply learn them! Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 8: Letter String 'our' Remember: In most words the letter string 'our' represents different sounds in different words. flour, fourteen, journey. Look for the 'our' in or at the end of the words to help you spell them. Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 5: Rule 9: Letter String 'ough' Remember: The 'ough' letter string can represent many different sounds. Look for the letter string rather than relying on the sound. Try it: Try some of these words to consolidate the rule and patterns. NEW National Curriculum Spellings: Y5&Y6 Book 5
Book 6: Rule 10: Double or single consonant Remember: Sometimes words have double or single consonants. Perhaps split them up to discover whether it is 1 or 2 consonant letters. NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 11: Revision 1 Remember: Often we learn spellings but they are not always committed to memory. It is important to recap them. NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 12: Tricky words 2 & Statutory Spellings Remember: A few "tricky" words for you to learn along with some of our National Curriculum Statutory words NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 13: Prefixes Remember: Words are main up of the root, prefix and suffix. A prefix comes at the beginning of a word or root. NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 14: Choosing Prefixes Remember: Prefixes come at the start of a word or root. They could be in, im, en, de, dis, com, con. Sound out if in doubt! NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 15: Hyphens Remember: Sometimes we need to add a hyphen - into a word for it to make sense and avoid confusion. They often come before a prefix. NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 16: Common Confusions Remember: Sometimes some words are very similar that they can be easily confused. Learn the meaning of the words ASWELL AS the spelling NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 17: Homphones Remember: A homophone is a words that sounds the same but has a different spelling (Homonyms are spelt the same but have different meanings) NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 18: Topic Words Remember: Words and spellings are all around us. Here are 10 from our Schofield and Sims Spelling book. You may have an additional 10. NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 19: Suffixes Remember: A suffix comes at the end of a root word. Common suffix endings are ing, ed, ly, ious, able, ible, er, ent, ist. Can you think of any more? NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 1: Representing sounds Remember: Spellings represent sounds. Sometimes we make errors with our spellings when we confuse the sounds (eg. k-ch, i-y) (pg 4) NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 20: Suffixes Remember: A suffix comes after a root word at the end. Common suffixes are also ence, ing, er, ed. Can you think of any more? NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 2: Building Affixes Building Affixes (prefixes occur before the root word, suffixes occur after the root word) NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 3: Adding ly Remember there are rules and exceptions when adding ly to a word (pg 6) NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 4: Word Families Remember: Sometimes spellings are linked by their word family. Can you see any relationships? (pg 7) NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 5: Visual strategies Remember: Sometimes it helps to look at a spelling, split it up, think of an image to go with it. What tricks can you learn for these? (pg 8) NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 6: Tricky Words Remember: Sometimes spellings can have a "tricky" part within them. Try splitting them up, using visual clues, looking at the patterns. (pg 9)(Includes 10 from our NC statutory spelling list) NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 7: Unstressed vowels Remember: Listen out for vowels which are stressed (sounded out) or unstressed (not sounded out) (pg 7) NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 8 Unstressed Consonants Remember: Sometimes within a word a letter is unstressed or unheard. Sound it out to hear and spell it. NEW National Curriculum Spellings: Y6 Book 6
Book 6: Rule 9: Unstressed Endings Remember: Sometimes the end of a word can sound differently to the spelling of it. Sound out carefully in order to spell it. NEW National Curriculum Spellings: Y6 Book 6
Phonics Year 3 Test 29 & 30: Sounds ir, ur, er Phonics Year 3 Term 5 To learn to spell and use correctly words with the sounds ir, ur, er(covered over 2 weeks) Phonics Year 3
Phonics Year 3 Test 31: Sounds ire Phonics Year 3 Term 5 To learn to spell and use words with the sounds ire Phonics Year 3
Phonics Year 3 Test 32: Sounds ear Phonics Year 3 Term 5 To learn to spell and use words with the sounds ear Phonics Year 3
Phonics Year 3 Test 33: Commonly misspelled words Phonics Year 3 Term 5 To recognise commonly misspelled words and be able to spell them correctly Phonics Year 3
Phonics Year 3 Test 34: RED WORDS (Green books) Phonics Year 3 Term 6 To learn to spell accurately RED WORDS (Located in the Green Books) Phonics Year 3
Phonics Year 3 Test 35: RED WORDS (purple books) Phonics Year 3 Term 6 To learn to spell accurately RED WORDS (Located in the Purple books) Phonics Year 3
Phonics Year 3 Test 36: RED WORDS (pink books) Phonics Year 3 Term 6 To learn to spell accurately RED WORDS (Located in the pink books) Phonics Year 3
Phonics Year 3 Test 37: RED WORDS (orange books) Phonics Year 3 Term 6 To learn to spell accurately RED WORDS (Located in the orange books) Phonics Year 3
Phonics Year 3 Test 38: RED WORDS (yellow books) Phonics Year 3 Term 6 To learn to spell accurately RED WORDS (Located in the yellow books) Phonics Year 3
Phonics Year 3 Test 39: RED WORDS (blue books) Phonics Year 3 Term 6 To learn to spell accurately RED WORDS (Located in the blue books) Phonics Year 3
Phonics Year 3. Test 20. air are Year 3 Phonics Term 3 To investigate learn to spell set 3 sounds air and are Phonics Year 3
Phonics Year 3: Test 10. oo, oo Year 3 Phonics Term 2 To investigate and learn to spell set 2 speed sounds. oo, oo Phonics Year 3
Phonics Year 3: Test 11. ar, or Year 3 Phonics Term 2 To investigate and learn to spell set 2 speed sounds. ar, or Phonics Year 3
Phonics Year 3: Test 12. air, ir Year 3 Phonics Term 2 To investigate and learn to spell set 2 speed sounds. air, ir Phonics Year 3
Phonics Year 3: Test 13. ou, oy Year 3 Phonics Term 2 To investigate and learn to spell set 2 speed sounds. ou, oy Phonics Year 3
Phonics Year 3: Test 15. ay a-e Year 3 Phonics Term 3 To investigate and learn to spell set 3 sounds ay and a-e Phonics Year 3
Phonics Year 3: Test 16. igh i-e Year 3 Phonics Term 3 To investigate learn to spell set 3 sounds igh and i-e Phonics Year 3
Phonics Year 3: Test 17. ow o-e Year 3 Phonics Term 3 To investigate learn to spell set 3 sounds ow and o-e Phonics Year 3
Phonics Year 3: Test 18. oo u-e Year 3 Phonics Term 3 To investigate learn to spell set 3 sounds oo and u-e Phonics Year 3
Phonics Year 3: Test 19. or aw Year 3 Phonics Term 3 To investigate learn to spell set 3 sounds or and aw Phonics Year 3
Phonics Year 3: Test 21. ir ur Year 3 Phonics Term 4 To investigate learn to spell set 3 sounds ir and ur Phonics Year 3
Phonics Year 3: Test 22. ou ow Year 3 Phonics Term 4 To investigate learn to spell set 3 sounds ou and ow Phonics Year 3
Phonics Year 3: Test 23, 24. ay a-e ai Year 3 Phonics Term 4 To investigate learn to spell set 3 sounds ay, a-e and ai (covered over 2 weeks) Phonics Year 3
Phonics Year 3: Test 25, 26. ow o-e oa Year 3 Phonics Term 4 To investigate learn to spell set 3 sounds ow, o-e and oa (covered over 2 weeks) Phonics Year 3
Phonics Year 3: Test 27, 28. oo u-e ew Year 3 Phonics Term 5 To investigate learn to spell set 3 sounds oo, u-e and ew (covered over 2 weeks) Phonics Year 3
Phonics Year 3: Test 29, 30. ir ur er Year 3 Phonics Term 5 To investigate learn to spell set 3 sounds ir, ur and er (covered over 2 weeks) Phonics Year 3
Phonics Year 3: Test 31. ire Year 3 Phonics Term 5 To investigate learn to spell set 3 sounds ire Phonics Year 3
Phonics Year 3: Test 32. ear Year 3 Phonics Term 5 To investigate learn to spell set 3 sounds ear Phonics Year 3
Phonics Year 3: Test 38 RED WORDS (yellow books) Phonics Year 3 Term 6 To learn to spell accurately RED WORDS (Located in the yellow books) Phonics Year 3
Phonics Year 3: Test 8. ay ee Year 3 Phonics Term 2 To investigate and learn to spell set 2 speed sounds. ay ee Phonics Year 3
Phonics Year 3: Test 9. igh, ow Year 3 Phonics Term 2 To investigate and learn to spell set 2 speed sounds. igh, ow Phonics Year 3
Phonics Year 4: Test 1 common tricky words Year 4 Phonics Term 1. To learn to spell common tricky words Phonics Year 4
Phonics Year 4: Test 15 Year 4 Phonics Term 3 To learn and spell words that we sometimes find tricky Phonics Year 4
Phonics Year 4: Test 16 Year 4 Phonics Term 3 To investigate and learn to spell words with common letter strings. Words ending in ight Phonics Year 4
Phonics Year 4: Test 17 Year 4 Phonics Term 3 To investigate and learn to spell words with the sounds igh, y, i e Phonics Year 4
Phonics Year 4: Test 18 Year 4 Phonics Term 3 To investigate and learn to spell words with common letter strings. Words with ear Phonics Year 4
Phonics Year 4: Test 19 Year 4 Phonics Term 3 To investigate and learn to spell words with common letter strings. Words with kn Phonics Year 4
Phonics Year 4: Test 2 Days of the Week Year 4 Phonics Term 1. To learn to spell the days of the week (including capital letter) Phonics Year 4
Phonics Year 4: Test 20 Year 4 Phonics Term 3 To investigate and learn to spell words ow, oa, o e Phonics Year 4
Phonics Year 4: Test 21. tion Year 4 Phonics. Term 4 To learn to spell words with the sound tion Phonics Year 4
Phonics Year 4: Test 22. oo, u-e, ue, ew Year 4 Phonics Term 4. To learn to spell words with the sounds oo, u-e, ue, ew Phonics Year 4
Phonics Year 4: Test 23: or, oor, ore, aw, au Year 4 Phonics Term 4 To learn to spell words with the sounds or, oor, ore, aw, au Phonics Year 4
Phonics Year 4: Test 24: air, are Year 4 Phonics Term 4 To learn to spell words with the sounds air and are Phonics Year 4
Phonics Year 4: Test 25: ir, er, ur Year 4 Phonics Term 4 To learn to spell words with the sounds ir, er, ur Phonics Year 4
Phonics Year 4: Test 26: ou, ow Year 4 Phonics Term 4 To learn to spell words with the sounds ow, ou Phonics Year 4
Phonics Year 4: Test 27: sounds oy and oi Year 4 Term 5 To learn to spell words with the sounds oy and oi Phonics Year 4
Phonics Year 4: Test 28: Sounds ea and e Year 4 Term 5 To learn to spell words with the sounds ea and e Phonics Year 4
Phonics Year 4: Test 29: Sounds f, ff, ph Year 4 Term 5 To learn to spell words with the sounds f, ff and ph Phonics Year 4
Phonics Year 4: Test 3 Months of the Year Year 4 Phonics Term 1. To learn to spell the months of the year (including captial letters) Phonics Year 4
Phonics Year 4: Test 30: Sounds l, ll and le Year 4 Term 5 To learn to spell words with the sounds l, ll and le Phonics Year 4
Phonics Year 4: Test 31: Sounds m, mm and mb Year 4 Term 5 To learn to spell words with the sounds m, mm and mb Phonics Year 4
Phonics Year 4: Test 32: Sounds n, nn and kn Year 4 Term 5 To learn to spell words with the sounds n, nn and kn Phonics Year 4
Phonics Year 4: Test 33: Sounds r, rr and wr Year 4 Term 5 To learn to spell words with the sounds r, rr and wr Phonics Year 4
Phonics Year 4: Test 34: sounds Year 4 Phonics Term 6 To be able to spell words with the sounds "v" and "ve" Phonics Year 4
Phonics Year 4: Test 35: Sounds "s", "ss", "se", "c", "ce" Year 4 Phonics Term 6 To be able to spell words with the sounds "s", "ss","se", "c", "ce" Phonics Year 4
Phonics Year 4: Test 36: Sounds "z", "zz", "s", "se" Year 4 Phonics Term 6 To be able to spell words with the sounds "z", "zz","s", "se" Phonics Year 4
Phonics Year 4: Test 37: Sounds j", "g", "ge", "dge" Year 4 Phonics Term 6 To be able to spell words with the sounds "j", "g","ge", "dge" Phonics Year 4
Phonics Year 4: Test 38: Sounds "c", "k", "ck" Year 4 Phonics Term 6 To be able to spell words with the sounds "c", "k","ck" Phonics Year 4
Phonics Year 4: Test 39: sounds "w", "wh" Year 4 Phonics Term 6 To be able to spell words with the sounds "w", "wh" Phonics Year 4
Phonics Year 4: Test 4 sounds ai, ay, a-e Year 4 Phonics Term 1. To learn to spell words with the sounds ai, ay, a-e Phonics Year 4
Phonics Year 4: Test 5 sounds ou and aw Year 4 Phonics Term 1 To learn to spell words with the sounds ou and ow Phonics Year 4
Phonics Year 4: Test 6 sounds or and aw Year 4 Phonics Term 1 To learn to spell words with the sounds or and aw Phonics Year 4
Phonics Year 4: Test 7 colours Year 4 Phonics Term 1. To learn to spell common colours Phonics Year 4
Phonics Year 5 Test 10: o e Year 5 Phonics Term 2 To learn and spell words containing the o e sound Phonics Year 5
Phonics Year 5 Test 11: er Year 5 Phonics Term 2 To learn and spell words containing the er sound Phonics Year 5
Phonics Year 5 Test 12: ar Year 5 Phonics Term 2 To learn and spell words containing the ar sound Phonics Year 5
Phonics Year 5 Test 13: o e Year 5 Phonics Term 2 To learn and spell words containing the o e sound Phonics Year 5
Phonics Year 5 Test 1: ire Year 5 Phonics Term 1 To learn and spell words containing the ire sound Phonics Year 5
Phonics Year 5 Test 21: ee and ea sounds Year 5 Phonics Term 4 To learn to spell and use accurately words containing the ee and ea sound Phonics Year 5
Phonics Year 5 Test 22: oy and oi sound Year 5 Phonics Term 4 To learn to spell and use accurately words containing the oy and oi sound Phonics Year 5
Phonics Year 5 Test 23: ay and a - e sound Year 5 Phonics Term 4 To learn to spell and use accurately words containing the ay and a - e sound Phonics Year 5
Phonics Year 5 Test 24: igh and i - e sound Year 5 Phonics Term 4 To learn to spell and use accurately words containing the igh and i - e sound Phonics Year 5
Phonics Year 5 Test 25: ow and o - e sound Year 5 Phonics Term 4 To learn to spell and use accurately words containing the ow and o - e sound Phonics Year 5
Phonics Year 5 Test 2: igh Year 5 Phonics Term 1 To learn and spell words containing the igh sound Phonics Year 5
Phonics Year 5 Test 3: i e Year 5 Phonics Term 1 To learn and spell words containing the i - e sound Phonics Year 5
Phonics Year 5 Test 4: ure Year 5 Phonics Term 1 To learn and spell words containing the ure sound Phonics Year 5
Phonics Year 5 Test 5: ay, a e, ai Year 5 Phonics Term 1 To learn and spell words containing the ay, a e, ai sound Phonics Year 5
Phonics Year 5 Test 6: ea, ee Year 5 Phonics Term 1 To learn and spell words containing the ea, ee sound Phonics Year 5
Phonics Year 5 Test 8: ear, ear red words Year 5 Phonics Term 2 To learn and spell words containing the ear, ear red words sound Phonics Year 5
Phonics Year 5 Test 9: or Year 5 Phonics Term 2 To learn and spell words containing the or sound Phonics Year 5
Phonics Year 5: Test 15 Year 5 Phonics Term 3 To learn and spell words containing Phonics Year 5
Phonics Year 5: Test 16 sion Year 5 Phonics Term 3 To learn and spell words containing the sion sound Phonics Year 5
Phonics Year 5: Test 17 tion Year 5 Phonics Term 3 To learn and spell words containing the tion sound Phonics Year 5
Phonics Year 5: Test 18 Year 5 Phonics Term 3 To learn and spell words containing the ch sound Phonics Year 5
Phonics Year 5: Test 19 Year 5 Phonics Term 3 To learn and spell words containing the ful sound Phonics Year 5
Phonics Year 5: Test 20 Year 5 Phonics Term 3 To learn and spell words containing the ph sound Phonics Year 5
Phonics Year 5: Test 28: Sounds oo Year 5 Term 5 To learn to spell words with the sounds oo Phonics Year 5
Phonics Year 5: Test 29: Sounds oo Year 5 Term 5 To learn to spell words with the sounds oo Phonics Year 5
Phonics Year 5: Test 30: Sounds u^e Year 5 Term 5 To learn to spell words with the sounds u^e Phonics Year 5
Phonics Year 5: Test 31: Sounds aw Year 5 Term 5 To learn to spell words with the sounds aw Phonics Year 5
Phonics Year 5: Test 32: Sounds igh Year 5 Term 5 To learn to spell words with the sounds igh Phonics Year 5
Phonics Year 5: Test 33: Sounds ire Year 5 Term 5 To learn to spell words with the sounds ire Phonics Year 5
Phonics Year 5: Test 34: Sounds "sion" Year 5 Phonics Term 6 To be able to spell words with the sounds "sion" Phonics Year 5
Phonics Year 5: Test 35: Sounds "tion" Year 5 Phonics Term 6 To be able to spell words with the sounds "tion" Phonics Year 5
Phonics Year 5: Test 36: Sounds "ure" Year 5 Phonics Term 6 To be able to spell words with the sounds "ure" Phonics Year 5
Phonics Year 5: Test 37: Sounds "cious" Year 5 Phonics Term 6 To be able to spell words with the sounds "cious" Phonics Year 5
Phonics Year 5: Test 38: Sounds "th" Year 5 Phonics Term 6 To be able to spell words with the sounds "th" Phonics Year 5
Phonics Year 6 Test 10: aw, are sound Year 6 Phonics Term 2 To learn and spell correctly words containing the aw and are sound Phonics Year 6
Phonics Year 6 Test 11: ur, er sound Year 6 Phonics Term 2 To learn and spell correctly words containing the ur and er sound Phonics Year 6
Phonics Year 6 Test 12: ow, ai sound Year 6 Phonics Term 2 To learn and spell correctly words containing the ow and ai sound Phonics Year 6
Phonics Year 6 Test 13: oa, ew sound Year 6 Phonics Term 2 To learn and spell correctly words containing the oa and ew sound Phonics Year 6
Phonics Year 6 Test 14: ire, ear sound Year 6 Phonics Term 2 To learn and spell correctly words containing the ire and ear sound Phonics Year 6
Phonics Year 6 Test 15: ure, tion sound Year 6 Phonics Term 3 To learn and spell correctly words containing the ure and tion sound Phonics Year 6
Phonics Year 6 Test 16: cious, tious sounds and days of the week Year 6 Phonics Term 3 To learn and spell correctly words containing the cious, tious sounds and days of the week Phonics Year 6
Phonics Year 6 Test 17: Months of the Year Year 6 Phonics Term 3 To learn and spell correctly the months of the year Phonics Year 6
Phonics Year 6 Test 18: ss, rr letter strings Year 6 Phonics Term 3 To learn and spell correctly words containing the letter strings ss, rr Phonics Year 6
Phonics Year 6 Test 19: ough, ev letter strings Year 6 Phonics Term 3 To learn and spell correctly words containing the letter strings ough, ev Phonics Year 6
Phonics Year 6 Test 1: ay, ee sounds Year 6 Phonics Term 1 To learn and spell correctly words containing the ay and ee sound Phonics Year 6
Phonics Year 6 Test 20: ful, att letter stings Year 6 Phonics Term 3 To learn and spell correctly words containing the letter strings ful, att Phonics Year 6
Phonics Year 6 Test 21: ness, less letter strings Year 6 Phonics Term 4 To learn and spell correctly words containing the letter strings ness, less Phonics Year 6
Phonics Year 6 Test 22: ck, ment letter strings Year 6 Phonics Term 4 To learn and spell correctly words containing the letter strings ck, ment Phonics Year 6
Phonics Year 6 Test 23: Mathematical Vocabulary Year 6 Phonics Term 4 To learn and spell correctly Mathematical vocabulary Phonics Year 6
Phonics Year 6 Test 24: Numbers and Red Words Year 6 Phonics Term 4 To learn and spell correctly numbers and selected Red Words Phonics Year 6
Phonics Year 6 Test 25: Red Words Year 6 Phonics Term 4 To learn and spell correctly selected Red Words Phonics Year 6
Phonics Year 6 Test 26: Homophones Year 6 Phonics Term 4 To learn and spell correctly a range of homophones (words which sound the same but are spelt differently) Phonics Year 6
Phonics Year 6 Test 27: ight, gue Year 6 Phonics Term 5 To learn and spell correctly words containing the letter strings ight, gue Phonics Year 6
Phonics Year 6 Test 28: ought, qu Year 6 Phonics Term 5 To learn and spell correctly words containing the letter strings ought, qu Phonics Year 6
Phonics Year 6 Test 29: ph, ctu Year 6 Phonics Term 5 To learn and spell correctly words containing the letter strings ph, ctu Phonics Year 6
Phonics Year 6 Test 2: igh, ow sound Year 6 Term 1 To learn and spell correctly words containing the igh and ow sound Phonics Year 6
Phonics Year 6 Test 30: mb, aqua (latin - meaning water) Year 6 Phonics Term 5 To learn and spell correctly words containing the letter strings mb, aqua Phonics Year 6
Phonics Year 6 Test 31: min (latin meaning small) man (latin meaning hand) Year 6 Phonics Term 5 To learn and spell correctly words containing the letter strings min, man Phonics Year 6
Phonics Year 6 Test 32: mari (latin meaning sea) tri (latin meaning three) Year 6 Phonics Term 5 To learn and spell correctly words containing the letter strings mari, tri Phonics Year 6
Phonics Year 6 Test 33: liber (latin meanin free) multi (latin meaning many) Year 6 Phonics Term 5 To learn and spell correctly words containing the letter strings liber, multi Phonics Year 6
Phonics Year 6 Test 3: oo and oo sound Year 6 Term 1 To learn and spell correctly words containing the oo and oo sound Phonics Year 6
Phonics Year 6 Test 4: ar and or Year 6 Term 1 To learn and spell correctly words containing the ar and or sound Phonics Year 6
Phonics Year 6 Test 5: air, ir sounds Year 6 Term 1 To learn and spell correctly words containing the air and ir sound Phonics Year 6
Phonics Year 6 Test 6: ou, oy sound Year 6 Term 1 To learn and spell correctly words containing the ou and oy sound Phonics Year 6
Phonics Year 6 Test 7: ea, oi sound Year 6 Term 1 To learn and spell correctly words containing the ea and oi sound Phonics Year 6
Phonics Year 6 Test 8: a - e, i - e sound Year 6 Term 2 To learn and spell correctly words containing the a - e and i - e sound Phonics Year 6
Phonics Year 6 Test 9: o - e., u - e sound Year 6 Term 2 To learn and spell correctly words containing the o - e and u - e sound Phonics Year 6
Phonics Year 6: Test 34: auto and bio Year 6 Phonics Term 6 To be able to spell a range of words with prefixes and suffixes. Auto (Latin meaning self, ones own) bio (Latin meaning life) Phonics Year 6
Phonics Year 6: Test 35: Adverbs (ly) and silent letters Year 6 Phonics Term 6 To be able to spell words with ly on the end. To recognise silent letters in words Phonics Year 6
Phonics Year 6: Test 36: Double me! Year 6 Phonics Term 6 To recognise when to double a consonant in words, espcially when adding on an ending. Phonics Year 6
Phonics Year 6: Test 37: Suffix "sion" and words ending in "a" Year 6 Phonics Term 6 To be able to spell a range of words which end in "sion". To be able to identify words with "a" at the end Phonics Year 6
Phonics Year 6: Test 38: Words ending with "o", Plurals ending in "f" Year 6 Phonics Term 6 To be able to spell words ending in "o" and understand what happens to words ending in "f" when they are made plural Phonics Year 6
Phonics Year 6: Test 39: Making words ending in "y" into plurals Year 6 Phonics Term 6 To be able to change words ending in "y" into plurals Phonics Year 6
SATS: al ending SATS Spelling: al ending SATS spellings
SATS: C not an S SATS Spellings: Sounds like an S but is actually a C SATS spellings
SATS: compound words SATS Spellings: Compound words SATS spellings
SATS: Double letters SATS Spellings: Remember the double letter SATS spellings
SATS: homophones SATS Spelling: Common homophones (sounds the same but different spellings and meanings) SATS spellings
SATS: ive words SATS Spelling: ive words SATS spellings
SATS: ly words SATS Spellings: ly words SATS spellings
SATS: Other Words! SATS Spellings: Other words which have appeared in the SATS SATS spellings
SATS: Other Words! SATS Spellings: Other words which have appeared in the SATS SATS spellings
SATS: Plurals SATS Spellings: Plurals - add s SATS spellings
SATS: Plurals SATS Spellings: Plurals - change y to ies SATS spellings
SATS: prefixes SATS Spellings: Common prefixes in the SATS SATS spellings
SATS: silent letters SATS Spellings: Words with silent letters within (perhaps sound them out to help you when you spell them!) SATS spellings
SATS: Suffixes SATS Spellings: Common suffixes in the SATS SATS spellings
SATS: tion sound SATS Spellings: tion sound not sion or shon SATS spellings
SATS: Verb ending - d SATS Spellings: Verb ending add d SATS spellings
SATS: Verb ending - ed SATS Spellings: Verb ending, double last letter and add ed SATS spellings
SATS: verb ending - ed SATS Spellings: Verb endings, change the y to i and add ed SATS spellings
SATS: Verb ending - ing SATS spelling: Verb ending, drop e and add ing SATS spellings
SATS: Verb endings - ed SATS Spellings: Verb endings - ed SATS spellings
SATS: Verb endings - ing SATS Spellings: Verb Endings - ing SATS spellings
SATS: verb endings - ing SATS Spellings: Verb endings, double last letter and add ing SATS spellings
SATS: y ending SATS Spellings: Sounds like ee but ends in a y SATS spellings
Year 6 Test 2003 KS2 SATS Spellings Year 6 To learn to spell, use and consolidate 2003 SATS spellings SATS spellings
Year 6 Test 2004 KS2 SATS Spellings Year 6 To learn to spell, use and consolidate 2004 SATS spellings SATS spellings
Year 6 Test 2005 KS2 SATS Spellings Year 6 To learn to spell, use and consolidate 2005 SATS spellings SATS spellings
Year 6 Test 2006 KS2 SATS Spellings Year 6 To learn to spell, use and consolidate 2006 SATS spellings SATS spellings
Year 6 Test 2007 KS2 SATS Spellings Year 6 To learn to spell, use and consolidate 2007 SATS spellings SATS spellings
Year 6 Test 2008 KS2 SATS Spellings Year 6 To learn to spell, use and consolidate 2008 SATS spellings SATS spellings
Year 6 Test 2009 KS2 SATS Spellings Year 6 To learn to spell, use and consolidate 2009 SATS spellings SATS spellings
Statutory Spelling 1: Y5 & Y6 Statutory Spelling 1: Year 5 and Year 6 word lists Statutory Spellings linked to NEW National Curriculum
Statutory Spelling 2: Y3 & Y4 Statutory Spellings 2: Year 3 and Year 4 word lists Statutory Spellings linked to NEW National Curriculum
Statutory Spelling 2: Y5 & Y6 Statutory Spelling 2: Year 5 and Year 6 word lists Statutory Spellings linked to NEW National Curriculum
Statutory Spelling 3: Y3 & Y4 Statutory Spelling 3: Year 3 and Year 4 word lists Statutory Spellings linked to NEW National Curriculum
Statutory Spelling 3: Y5 & Y6 Statutory Spelling 5: Year 5 and Year 6 word lists Statutory Spellings linked to NEW National Curriculum
Statutory Spelling 4: Y3 & Y4 Statutory Spelling 4: Year 3 and Year 4 word lists Statutory Spellings linked to NEW National Curriculum
Statutory Spelling 4: Y5 & Y6 Statutory Spelling 4: Year 5 and Year 6 word lists Statutory Spellings linked to NEW National Curriculum
Statutory Spelling 5: Y3 & Y4 Statutory Spelling 5: Year 3 and Year 4 word lists Statutory Spellings linked to NEW National Curriculum
Statutory Spelling 5: Y5 & Y6 Statutory Spelling 5: Year 5 and Year 6 word lists Statutory Spellings linked to NEW National Curriculum
Statutory Spelling 6: Y3 & Y4 Statutory Spelling 6: Year 3 and Year 4 word lists Statutory Spellings linked to NEW National Curriculum
Statutory Spelling 6: Y5 & Y6 Statutory Spelling 6: Year 5 and Year 6 word lists Statutory Spellings linked to NEW National Curriculum
Statutory Spellings 1: Y3 and Y4. Statutory Spellings 1: Year 3 and Year 4 word lists Statutory Spellings linked to NEW National Curriculum
Year 3 EXTENSION: Test 21: Comparatives er, est Year 3 EXTENSION Term 4 To understand how words change when suffixes are added. Comparatives er, est Year 3
Year 3 Test 10: verbs ending in consonant –y. Knock off the y and add –ied, return the y and add -ing Year 3 Term 2 To spell regular verb endings and learn irregular tense changes (verbs ending in consonant –y. Knock off the y and add –ied, return the y and add -ing) Year 3
Year 3 Test 11: Verb ends in –e, then knock off the e and add –d, ing Year 3 Term 2 To spell regular verb endings and learn irregular tense changes (Verb ends in –e, then knock off the e and add –d, ing) Year 3
Year 3 Test 12: Verbs ending in hissing or buzzing sounds then add –ed, -ing Year 3 Term 2 To spell regular verb endings and learn irregular tense changes (verbs ending in hissing or buzzing sounds then add –ed, -ing) Year 3
Year 3 Test 13: Irregular past test To spell regular verb endings and learn irregular tense changes Can you work out the present tense for these words? Year 3
Year 3 Test 14: Irregular past tense To spell regular verb endings and learn irregular tense changes Can you work out the present tense for these words? Year 3
Year 3 Test 15: Plurals adding s to nouns Year 3 Term 3 To know what happens to spellings of singular nouns when s is added (plurals) Year 3
Year 3 Test 16: Plurals adding s to nouns Year 3 Term 3 To know what happens when to teh spelling of nouns when s is added (plurals) Year 3
Year 3 Test 17: Plurals adding es to nouns Year 3 Term 3 To kow what happens to the spelling of nouns when es is added (plurals) hissing or buzzing sounds Year 3
Year 3 Test 18: Plurals adding s to nouns Year 3 Term 3 To nkow what happens to the spellings of nouns when s is added (plurals) nouns with vowel and y Year 3
Year 3 Test 19: Plurals adding ies to nouns Year 3 Term 3 To know that happens to the spelling of nouns when ies is added (plurals) consonant then y Year 3
Year 3 Test 1: Two different consonants before –le Year 3 Term 1 To consolidate understanding of adding suffixes and to investigate conventions related to the spelling patterns. (-le) (Two different consonants before –le) Year 3
Year 3 Test 20: Plurals that do not follow a pattern Year 3 Term 3 To know what happens to the spelling of some nouns to create plurals. (Irregular may not have a pattern) Year 3
Year 3 Test 21: Comparatives er, est Year 3 Term 4 To understand how words change when suffixes are added. Comparatives er, est (meaning more or most) Year 3
Year 3 Test 22: Adding ly (meaning in this manner) Year 3 Term 4 To understand how words change when suffixes are added. Adding ly to root words Year 3
Year 3 Test 23: Adding ful (meaning full of) Year 3 Term 4 To understand how words change when suffixes are added. Adding ful to root words Year 3
Year 3 Test 24: Adding less (meaning without) Year 3 Term 4 To understand how words change when suffixes are added. Adding less to root words. Year 3
Year 3 Test 25: Adding able (meaning able to) Year 3 Term 4 To understand how words change when suffixes are added. Adding able to root words Year 3
Year 3 Test 26: Adding er (meaning belonging to) Year 3 Term 4 To understand how words change when suffixes are added. Adding er to root words Year 3
Year 3 Test 28: pronouns and misspelled words Year 3 Term 5 To embed the correct use and spelling of pronouns To identify spellings frequently misspelled and learn to spell them accurately Year 3
Year 3 Test 2: A double consonant before –le Year 3 Term 1 To consolidate understanding of adding suffixes and to investigate conventions related to the spelling patterns. (-le) (A double consonant before –le) Year 3
Year 3 Test 30: pronouns and misspelled words To embed the correct use and spelling of pronouns To identify spellings frequently misspelled and learn to spell them accurately Year 3
Year 3 Test 31: pronouns and misspelled words To embed the correct use and spelling of pronouns To identify spellings frequently misspelled and learn to spell them accurately Year 3
Year 3 Test 32: pronouns and misspelled words To embed the correct use and spelling of pronouns To identify spellings frequently misspelled and learn to spell them accurately Year 3
Year 3 Test 33: pronouns and misspelled words To embed the correct use and spelling of pronouns To identify spellings frequently misspelled and learn to spell them accurately Year 3
Year 3 Test 34: Prefix un (meaning not) Year 3 Term 6 to develop knowledge of prefixes to generate new words frmo root words. Prefix un (meaning not) Year 3
Year 3 Test 35: Prefix dis (meaning not) Year 3 Term 6 to develop knowledge of prefixes to generate new words from root words. Prefix dis (meaning not) Year 3
Year 3 Test 36: Prefix de (meaning do the opposite of) Year 3 Term 6 to develop knowledge of prefixes to generate new words from root words. Prefix de (meaning do the opposite of) Year 3
Year 3 Test 37: Prefix re (meaning again) Year 3 Term 6 to develop knowledge of prefixes to generate new words from root words. Prefix re (meaning again) Year 3
Year 3 Test 38: Prefix pre (meaning before) Year 3 Term 6 to develop knowledge of prefixes to generate new words from root words. Prefix pre (meaning before) Year 3
Year 3 Test 39: Prefix mis (meaning opposite of) Year 3 Term 6 to develop knowledge of prefixes to generate new words from root words. Prefix mis (meaning opposite of) Year 3
Year 3 Test 3: One consonant before –le Year 3 Term 1 To consolidate understanding of adding suffixes and to investigate conventions related to the spelling patterns. (-le) (One consonant before –le) Year 3
Year 3 Test 4: -ckle Year 3 Term 1 To consolidate understanding of adding suffixes and to investigate conventions related to the spelling patterns. (-le) (-ckle) Year 3
Year 3 Test 5: -able Year 3 Term 1 To consolidate understanding of adding suffixes and to investigate conventions related to the spelling patterns. (-le) (-able) Year 3
Year 3 Test 6: -cle Year 3 Term 1 To consolidate understanding of adding suffixes and to investigate conventions related to the spelling patterns. (-le) (-cle) Year 3
Year 3 Test 7: -ible Year 3 Term 1 To consolidate understanding of adding suffixes and to investigate conventions related to the spelling patterns. (-le) (-ible) Year 3
Year 3 Test 8: Typical verbs then add –ed, -ing Year 3 Term 2 To spell regular verb endings and learn irregular tense changes (typical verbs then add –ed, -ing) Year 3
Year 3 Test 9: Verbs ending in a single consonant letter then add –ed, -ing Year 3 Term 2 To spell regular verb endings and learn irregular tense changes (verbs ending in a single consonant letter then add –ed, -ing) Year 3
Year 3: EXTENSION: Test 22: adding ly to a root word Year 3 EXTENSION Term 4 To understand how words change when suffixes are added. Adding ly to a root word Year 3
Year 3: Test 27: pronouns and misspelled words Year 3 Term 5 To embed the correct use and spelling of pronouns To identify spellings frequently misspelled and learn to spell them accurately Year 3
Year 3: Test 29: pronouns and misspelled words To embed the correct use and spelling of pronouns To identify spellings frequently misspelled and learn to spell them accurately Year 3
Year 4 Test 10: Spelling patterns related to the formation of plurals. Year 4 Term 2 To investigate, collect and classify spelling patterns related to the formation of plurals. (nouns ending in a consonant and y will change the y to i and then add es) Year 4
Year 4 Test 11: Spelling patterns related to the formation of plurals. Year 4 Term 2 To investigate, collect and classify spelling patterns related to the formation of plurals. (Nouns ending with a vowel and y just as s) Year 4
Year 4 Test 12: Spelling patterns related to the formation of plurals. Year 4 Term 2 To investigate, collect and classify spelling patterns related to the formation of plurals. (-f and –fe endings change to -ves) Year 4
Year 4 Test 13: Spelling patterns related to the formation of plurals To investigate, collect and classify spelling patterns related to the formation of plurals. (-f and –fe endings change to –ves) Year 4
Year 4 Test 14: Spelling patterns related to the formation of plurals. Year 4 Term 2 To investigate, collect and classify spelling patterns related to the formation of plurals. (singular to irregular plurals – a challenge for you!) Year 4
Year 4 Test 15: mb letter string Year 4 Term 3 To investigate and learn to spell words with common letter strings. mb letter string Year 4
Year 4 Test 16: ight letter string Year 4 Term 3 To invesitgate and learn to spell words with common letter strings. ight letter string Year 4
Year 4 Test 17: ough letter string Year 4 Term 3 To investigate and learn to spell words with common letter strings. ough letter string Year 4
Year 4 Test 18: ear letter string Year 4 Term 3 To investigate and learn to spell words with common letter strings. ear letter string Year 4
Year 4 Test 19: kn letter string Year 4 Term 3 To investigate and learn to spell words with common letter strings. kn letter string Year 4
Year 4 Test 1: spelling and meaning of homophones Year 4 Term 1 To distinguish between the spelling and meaning of homophones Year 4
Year 4 Test 20: wr letter string Year 4 Term 3 To investigate and learn to spell words with common letter strings. wr letter string Year 4
Year 4 Test 21: Adding the suffix -ate, -en, -ify, -ise Year 4 Term 4 To understand how suffixes change the function of words. Adding -ate, -en, -ify, -ise Year 4
Year 4 Test 22: Adding the suffix -ate, -en, -ify, -ise Year 4 Term 4 To understand how suffixes change the function of words. Adding -ate, -en, -ify, -ise Year 4
Year 4 Test 23: Adding the suffix -tion, -ity, -ness Year 4 Term 4 To understand how suffixes change the function of words. Adding -tion, -ity, -ness Year 4
Year 4 Test 24: Addding the suffix -tion, -ity, -ness Year 4 Term 4 To understand how suffixes change the function of words. Adding -tion, -ity, -ness Year 4
Year 4 Test 25: Adding the suffix -ible Year 4 Term 4 To understand how suffixes change the function of words. Adding -ible Year 4
Year 4 Test 26: Adding the suffix -able Year 4 Term 4 To understand how suffixes change the function of words. Adding -able Year 4
Year 4 Test 27: Apostrophe in contracted words. Frequently misspelled words Year 4 Term 5 To understand the use of the apostrophe in contracted forms of words To identify spellings frequently misspelled and learn to spell them accurately Year 4
Year 4 Test 28: Apostrophe in contracted words. Frequently misspelled words Year 4 Term 5 To understand the use of the apostrophe in contracted forms of words To identify spellings frequently misspelled and learn to spell them accurately Year 4
Year 4 Test 29: Apostophe in contracted words. Frequently misspelled words Year 4 Term 5 To understand the use of the apostrophe in contracted forms of words To identify spellings frequently misspelled and learn to spell them accurately Year 4
Year 4 Test 2: spelling and meaning of homophones Year 4 Term 1 To distinguish between the spelling and meaning of homophones Year 4
Year 4 Test 30: Apostophe in contracted words. Frequently misspelled words Year 4 Term 5 To understand the use of the apostrophe in contracted forms of words To identify spellings frequently misspelled and learn to spell them accurately Year 4
Year 4 Test 31: Apostrophe in contracted words. Frequently misspelled words. Year 4 Term 5 To understand the use of the apostrophe in contracted forms of words To identify spellings frequently misspelled and learn to spell them accurately Year 4
Year 4 Test 32: Alternatives to "said" Year 4 Term 5 To understand and use alternatives to “said” To be able to use within Big Writing Sessions as WOW words Year 4
Year 4 Test 33: Alternatives to Year 4 Term 5 To understand and use alternatives to happy and sad To be able to use within Big Writing Sessions as WOW words Year 4
Year 4 Test 34: Affixes: Mis and ex Year 4 Term 6 To revise and investigate links between meaning and spelling when using affixes (general term for prefix and suffix) (mis - meaning not) (ex - meaning outside) Year 4
Year 4 Test 35: Affixes: re and bi Year 4 Term 6 To revise and investigate links between meaning and spelling when using affixes (general term for prefix and suffix) (re - meaning again) (bi - meaning two) Year 4
Year 4 Test 36: Affixes: auto and circ Year 4 Term 6 To revise and investigate links between meaning and spelling when using affixes (general term for prefix and suffix) (auto - meaning self) (circ - meaning round) Year 4
Year 4 Test 37: Affixes: tele and trans Year 4 Term 6 To revise and investigate links between meaning and spelling when using affixes (general term for prefix and suffix) (tele - meaning distant) (trans - meaning across) Year 4
Year 4 Test 38: Affixes: min and ette Year 4 Term 6 To revise and investigate links between meaning and spelling when using affixes (general term for prefix and suffix) (mini - Latin meaning small) (ette - French meaning small) Year 4
Year 4 Test 39: Affixes: ling and micro Year 4 Term 6 To revise and investigate links between meaning and spelling when using affixes (general term for prefix and suffix) (ling - meaning certain younger quality) (micro - meaning tiny) Year 4
Year 4 Test 3: spelling and meaning of homophones Year 4 Term 1 To distinguish between the spelling and meaning of homophones Year 4
Year 4 Test 5: spelling and meaning of homophones Year 4 Term 1 To distinguish between the spelling and meaning of homophones Year 4
Year 4 Test 5: spelling and meaning of homophones Year 4 Term 1 To distinguish between the spelling and meaning of homophones Year 4
Year 4 Test 6: spelling and meaning of homophones Year 4 Term 1 To distinguish between the spelling and meaning of homophones Year 4
Year 4 Test 7: spelling and meaning of homophones Year 4 Term 1 To distinguish between the spelling and meaning of homophones Year 4
Year 4 Test 8: spelling patterns related to the formation of plurals. Year 4 Term 2 To investigate, collect and classify spelling patterns related to the formation of plurals. (Most nouns add s in the plural) Year 4
Year 4 Test 9: Spelling patterns related to the formation of plurals. Year 4 Term 2To investigate, collect and classify spelling patterns related to the formation of plurals. (nouns ending in hissing, buzzing or shushing sounds ss,z,ch,sh end in es in the plural) Year 4
Year 5 Test 10: Spell words with -ie Year 5 Term 2 To spell words with common letter strings and different pronunciations. ( -ie) Year 5
Year 5 Test 11: Spell words with -our Year 5 Term 2 To spell words with common letter strings and different pronunciations. (-our) Year 5
Year 5 Test 12: Spell words with-cian and –sion Year 5 Term 2 To spell words with different letter strings and similar pronunciations. (-cian, -sion, -tion, -ssion) ( -cian and –sion) Year 5
Year 5 Test 13: Spell words with -tion and – ssion Year 5 Term 2 To spell words with different letter strings and similar pronunciations. (-cian, -sion, -tion, -ssion) ( -tion and – ssion) Year 5
Year 5 Test 14: Spell words with -dg and –au Year 5 Term 2 To spell words with common letter strings and different pronunciations. ( -dg and –au, ) Year 5
Year 5 Test 15: ca sound Year 5 Term 3 To explore the spelling patterns of consonants and to formulate rules. ca is usually a hard sound Year 5
Year 5 Test 16: cu sound Year 5 Term 3 To explore the spelling patterns of consonants and to formulate rules. cu is usually a hard sound Year 5
Year 5 Test 17: co sound Year 5 Term 3 To explore the spelling patterns of consonants and to formulate rules. co is usually a hard sound Year 5
Year 5 Test 18: ci sound Year 5 Term 3 To explore the spelling patterns of consonants and to formulate rules. ci is usually a soft sound Year 5
Year 5 Test 19: ce sound Year 5 Term 3 To exmplore the spelling patterns of consonants and to formulate rules. ce is usually a soft sound Year 5
Year 5 Test 1: unstressed vowels Year 5 Term 1 To spell unstressed vowels in polysyllabic words Year 5
Year 5 Test 20: cy sound Year 5 Term 3 To explore the spelling patterns of consonants and to formulate rules cy is usually a soft sound Year 5
Year 5 Test 21: To explore less common prefixes and suffixes (in) Year 5 Term 4 To explore less common prefixes and suffixes. in- meaning not Year 5
Year 5 Test 22: To explore less common prefixes and suffixes (im) Year 5 Term 4 To explore less common prefixes and suffixes. im- meaning not Year 5
Year 5 Test 23: To explore less common prefixes and suffixes (ir) Year 5 Term 4 To explore less common prefixes and suffixes. ir- meaning not Year 5
Year 5 Test 24: To explore less common prefixes and suffixes (il) Year 5 Term 4 To explore less common prefixes and suffixes. il- meaning not Year 5
Year 5 Test 25: To explore less common prefixes and suffixes (non) Year 5 Term 4 To explore less common prefixes and suffixes. non- meaning not Year 5
Year 5 Test 26: To explore less common prefixes and suffixes (anti) Year 5 Term 4 To explore less common prefixes and suffixes. anti- meaning not Year 5
Year 5 Test 27: Suffixes. -ing, -ed Year 5 Term 5 To investigate and learn the spelling rules for adding suffixes to words ending in e, words ending in –y and words containing ie (root words ending in e. Identify the root word. Consider the suffix added) (suffix –ing and –ed) Year 5
Year 5 Test 28: Suffixes. -ful, -less To investigate and learn the spelling rules for adding suffixes to words ending in e, words ending in –y and words containing ie (root words ending in e. Identify the root word. Consider the suffix added) (suffix –ful and –less) Year 5
Year 5 Test 29: Suffixes -ness To investigate and learn the spelling rules for adding suffixes to words ending in e, words ending in –y and words containing ie (root words ending in e. Identify the root word. Consider the suffix added) (suffix –ness) Year 5
Year 5 Test 2: unstressed vowels Year 5 Term 1 To spell unstressed vowels in polysyllabic words Year 5
Year 5 Test 30: Suffixes -er Year 5 Term 5 To investigate and learn the spelling rules for adding suffixes to words ending in e, words ending in –y and words containing ie (root words ending in e. Identify the root word. Consider the suffix added) (suffix –ing and –ed) Year 5
Year 5 Test 31: Suffixes. -est Year 5 Term 5 To investigate and learn the spelling rules for adding suffixes to words ending in e, words ending in –y and words containing ie (root words ending in e. Identify the root word. Consider the suffix added) (suffix –est) Year 5
Year 5 Test 32: Suffixes. -ly Year 5 Term 5 To investigate and learn the spelling rules for adding suffixes to words ending in e, words ending in –y and words containing ie (root words ending in e. Identify the root word. Consider the suffix added) (suffix –ly) Year 5
Year 5 Test 33: Suffixes. -ous Year 5 Term 5 To investigate and learn the spelling rules for adding suffixes to words ending in e, words ending in –y and words containing ie (root words ending in e. Identify the root word. Consider the suffix added) (suffix –ous) Year 5
Year 5 Test 34: Root Words electric and assist Year 5 Term 6 To identify word roots, derivations and spelling patterns as a support for spelling. (root words - electric and assist) Year 5
Year 5 Test 35: Root words prove and medic Year 5 Term 6 To identify word roots, derivations and spelling patterns as a support for spelling. (root words - prove and medic) Year 5
Year 5 Test 36: Root words light and cover Year 5 Term 6 To identify word roots, derivations and spelling patterns as a support for spelling. (root words - light and cover) Year 5
Year 5 Test 37: Root words prison and hero Year 5 Term 6 To identify word roots, derivations and spelling patterns as a support for spelling. (root words - prison and hero) Year 5
Year 5 Test 38: root words claim and joy Year 5 Term 6 To identify word roots, derivations and spelling patterns as a support for spelling. (root words - claim and joy) Year 5
Year 5 Test 39: root words public and prim Year 5 Term 6 To identify word roots, derivations and spelling patterns as a support for spelling. (root words - public and prim) Year 5
Year 5 Test 3: unstressed vowels Year 5 Term 1 To spell unstressed vowels in polysyllabic words Year 5
Year 5 Test 4: unstressed vowels and consonants Year 5 Term 1 To spell unstressed vowels or consonants in polysyllabic words Year 5
Year 5 Test 5: revision of affixes for diminutives Year 5 Term 1 Extend knowledge of spelling strategies and apply to high frequency words and cross curricular words. Revision of affixes for diminutives Year 5
Year 5 Test 6: Latin prefixes Year 5 Term 1 Extend knowledge of spelling strategies and apply to high frequency words and cross curricular words. Revision of Latin prefixes Year 5
Year 5 Test 7: Revision of prefixes Year 5 Term 1 Extend knowledge of spelling strategies and apply to high frequency words and cross curricular words. Revision of prefixes Year 5
Year 5 Test 8: -Spell words with -ight and –ear Year 5 Term 2 To spell words with common letter strings and different pronunciations. ( -ight and –ear) Year 5
Year 5 Test 9: Spell words with -oo and -ough Year 5 Term 2 To spell words with common letter strings and different pronunciations. ( -oo and -ough) Year 5
SET 1 BOFF CHALLENGE: Term 1 Week 8 group 1 BOFF CHALLENGE To spell a range of ambitious vocabulary as an extension to our term 1 spellings. To be able to use in our writing Year 6
SET 1 BOFF CHALLENGE: Term 1 week 8 group 2 BOFF CHALLENGE To spell a range of ambitious vocabulary as an extension to our term 1 spellings. To be able to use in our writing Year 6
Year 6 AMBITIOUS WORDS (WOW WORDS) Year 6 To learn to use, understand and spell a range of ambitious vocabulary (wow words) linked to "Stone Heart" by Charlie Fletcher (look them up if you're unsure - try to use them in your writing) Year 6
Year 6 AMBITIOUS WORDS (WOW WORDS) Year 6 To learn to use, understand and spell a range of ambitious vocabulary (wow words) linked to "Stone Heart" by Charlie Fletcher (look them up if you're unsure - try to use them in your writing) Year 6
Year 6 Test 10: Connectives to compare Year 6 Term 2 To investigate the meaning and spelling of connectives. Connectives to compare Year 6
Year 6 Test 11: Connectives to give conditions Year 6 Term 2 To investigate the meaning and spelling of connectives. Connectives to give conditions Year 6
Year 6 Test 12: Connectives to suggest time Year 6 Term 2 To investigate the meaning and spelling of connectives. Connectives to suggest time Year 6
Year 6 Test 13: Connectives - tricky ones we've already seen Year 6 Term 2 To investigate the meaning and spelling of connectives. Tricky connectives we've already seen Year 6
Year 6 Test 14: Connectives - tricky ones we've already seen! Year 6 Term 2 To investigate the meaning and spelling of connectives. Tricky connectives we've already seen Year 6
Year 6 Test 15: unstressed vowels and consonants Year 6 Term 3 To revise and extend work on the spelling patterns of unstresed vowels and consonants in polysyllabic words Year 6
Year 6 Test 16: unstressed vowels and consonants Year 6 Term 3 To revise and extend work on the spelling patterns of unstresed vowels and consonants in polysyllabic words Year 6
Year 6 Test 17: unstressed vowels and consonants Year 6 Term 3 To revise and extend work on the spelling patterns of unstresed vowels and consonants in polysyllabic words Year 6
Year 6 Test 18: unstressed vowels and consonants Year 6 Term 3 To revise and extend work on the spelling patterns of unstresed vowels and consonants in polysyllabic words Year 6
Year 6 Test 19: unstressed vowels and consonants Year 6 Term 3 To revise and extend work on the spelling patterns of unstresed vowels and consonants in polysyllabic words Year 6
Year 6 Test 1: Revising homophones Year 6 Term 1 Extend the knowledge of spelling strategies and apply to high frequency and cross curricular words. Revision of homophones Year 6
Year 6 Test 20: unstressed vowels and consonants Year 6 Term 3 To revise and extend work on the spelling patterns of unstresed vowels and consonants in polysyllabic words Year 6
Year 6 Test 21: Prefixes to transform a word into a negative: Un-, de-, anti-, dis-, il-, im-, in-, Year 6 Term 4 To use what is known about prefixes and suffixes to transform words Prefixes to transform a word into a negative: Un-, de-, anti-, dis-, il-, im-, in-, Year 6
Year 6 Test 22: Prefixes to transform a word into a negative: un-, de-, anti-, dis-, il-, im-, in- To use what is known about prefixes and suffixes to transform words Prefixes to transform a word into a negative: Un-, de-, anti-, dis-, il-, im-, in-, Year 6
Year 6 Test 23: Suffixes to transform a noun into a verb: -ate, -en, -ify, -ise Year 6 Term 4 To use what is known about prefixes and suffixes to transform words Suffixes to transform a noun into a verb: -ate, -en, -ify, -ise Year 6
Year 6 Test 24: Suffixes to transform a noun into a verb: -ate, -ify, -ise Year 6 Term 4 To use what is known about prefixes and suffixes to transform words Suffixes to transform a noun into a verb: -ate, -en, -ify, -ise Year 6
Year 6 Test 25: Suffixes to transform a verb into a noun: -tion, -ism, -ness, -ity, -ist Year 6 Term 4 To use what is known about prefixes and suffixes to transform words Suffixes to transform a verb into a noun: -tion, -ism, -ness, -ity, -ist, Year 6
Year 6 Test 26: Suffixes to transform a verb into a noun: -tion, -ism, -ness, -ity, -ist Year 6 Term 4 To use what is known about prefixes and suffixes to transform words Suffixes to transform a verb into a noun: -tion, -ism, -ness, -ity, -ist, Year 6
Year 6 Test 27: Common letter patterns –ight Year 6 Term 5 To spell unfamiliar words by using what is known of spelling patterns and word families Common letter patterns –ight Year 6
Year 6 Test 28: Common letter patterns -ough Term 5 To spell unfamiliar words by using what is known of spelling patterns and word families Common letter patterns –ough Year 6
Year 6 Test 29: Common letter patterns qu Term 5 To spell unfamiliar words by using what is known of spelling patterns and word families Common letter patterns qu Year 6
Year 6 Test 2: Revising homophones Year 6 Term 1 Extend the knowledge of spelling patterns and apply to high frequency words and cross curricular words. Revision of homophones and other common mistakes Year 6
Year 6 Test 30: Common letter patterns ph Term 5 To spell unfamiliar words by using what is known of spelling patterns and word families Common letter patterns –ph Year 6
Year 6 Test 31: Common letter patterns ctu Term 5 To spell unfamiliar words by using what is known of spelling patterns and word families Common letter patterns –ctu Year 6
Year 6 Test 32: Common letter patterns gue Year 6 Term 5 To spell unfamiliar words by using what is known of spelling patterns and word families Common letter patterns gue Year 6
Year 6 Test 33: Common letter patterns mb Term 5 To spell unfamiliar words by using what is known of spelling patterns and word families Common letter patterns –mb Year 6
Year 6 Test 34: aqua (meaning water) Year 6 Term 6 to revise and use root words, prefixes and suffixes as a support for spelling. Pattern aqua (Latin meaning water) Year 6
Year 6 Test 35: min (Latin meaning small) Year 6 Term 6 to revise and use root words, prefixes and suffixes as a support for spelling. Pattern min (Latin meaning small) Year 6
Year 6 Test 36: mari (Latin meaning sea) man (Latin meaning hand) Year 6 Term 6 to revise and use root words, prefixes and suffixes as a support for spelling. Pattern mari (Latin meaning sea) and man (Latin meaning hand) Year 6
Year 6 Test 37: liber (Latin meaning free) multi (Latin meaning many) Year 6 Term 6 to revise and use root words, prefixes and suffixes as a support for spelling. Pattern liber (Latin meaning free)and multi (Latin meanding many) Year 6
Year 6 Test 38: tri (Latin meaning three) Year 6 Term 6 to revise and use root words, prefixes and suffixes as a support for spelling. Pattern tri(Latin meaning three) Year 6
Year 6 Test 39: auto (Latin meaning self, ones own) bio (Latin meaning life) Year 6 Term 6 to revise and use root words, prefixes and suffixes as a support for spelling. Pattern auto(Latin meaning self, ones own)bio (Latin meaning life) Year 6
Year 6 Test 3: Light topic in science Year 6 Term 1 Extend the knowledge of spelling patterns and to apply to high frequency words and cross curricular words. Light topic in science Year 6
Year 6 Test 4: Greek topic in history Year 6 Term 1 Extend the knowledge of spelling patterns and apply to high frequency words and cross curricular words. Greek topic in history Year 6
Year 6 Test 5: Landscapes in Greek art Year 6 Term 1 Extend the knowledge of spelling patterns and apply to high frequency words and cross curricular words. Landscapes in Greek art Year 6
Year 6 Test 6: maths vocabulary Year 6 Term 1 Extend the knowledge of spelling patterns and apply to high frequency words and cross curricular words. Maths vocabulary Year 6
Year 6 Test 7: PE / games vocabulary Year 6 Term 1 Extend the knowledge of spelling patterns and apply to high frequency words and cross curricular words. PE / games vocabulary Year 6
Year 6 Test 8: Connectives to add Year 6 Term 2 To investigate the meaning and spelling of connectives. Connectives to add Year 6
Year 6 Test 9: Connectives to explain Year 6 Term 2 To investigate the meaning and spelling of connectives. Connectives to explain Year 6
Year 6: EXTENSION: Test 22: BOFF WORDS Year 6 EXTENSION Term 4 To be able to learn, understand and spell a range of ambitious vocabulary (BOFF WORDS) Year 6
Year 6: EXTENSION: Test 23: BOFF WORDS Year 6 EXTENSION Term 4 To be able to learn, understand and spell a range of ambitious vocabulary (BOFF WORDS)and 1 for Thomas... Year 6
Year 6: EXTENSION: Test 26: BOFF WORDS Year 6 EXTENSION Term 4 To be able to learn, understand and spell a range of ambitious vocabulary (BOFF WORDS)(make sure you know the meanings and how to use them!) Year 6