School List for Spelling Practice
John Davies - Nottinghamshire
Visit our School Website at: http://www.johndavies.notts.sch.uk
| Name | Description | Group |
|---|---|---|
| keywords | Words from the NLS Y4 Term 2/3 lists | Y2 Term 3 |
| keywords | Words from the NLS Y4 Term 3 and Y5 Term 1 lists | Y2 Term 3 |
| keywords | Words from the NLS Year 4 Term 2 list | Y2 Term 3 |
| keywords | Words from the Y4 Term 1 NLS list | Y2 Term 3 |
| Temporal connectives | Y2 Term 3 | |
| Reception Key Words | Some more reception key words for you to practice. | Year 1 Term 1 |
| Reception Key Words | Some of the reception key words for you to practice. | Year 1 Term 1 |
| Short vowel sounds - a | These words all have a short vowel 'a' sound in the middle of them. | Year 1 Term 1 |
| Short vowel sounds - e | Some words with a short vowel 'e' in the middle of them. | Year 1 Term 1 |
| Short vowel sounds - i | These words all contain some short vowel sounds in the middle of the words. These ones all have an 'i' in them. | Year 1 Term 1 |
| Short vowel sounds - o | All these words have a short vowel 'o' in the middle. | Year 1 Term 1 |
| Short vowel sounds - u | These words all contain short vowels of 'u' in the middle of words. | Year 1 Term 1 |
| year 1/2 words | Some year 1/2 words for you to have a practice at. | Year 1 Term 1 |
| year 1/2 words | Some more year 1/2 words for you to try. | Year 1 Term 1 |
| year 1/2 words | More words for you to practice. | Year 1 Term 1 |
| year 1/2 words | A few more for you to practice at. | Year 1 Term 1 |
| -ct words | All these words have the final constant cluster of ct. | Year 1 Term 2 |
| -ft words | All these words have a final constant cluster of -ft | Year 1 Term 2 |
| -lb to -lt words | All these words have a Final Consonant Cluster of -lb to -lt | Year 1 Term 2 |
| -mp and -nd words | All these words have a Final Consonant Cluster of -mp and -nd | Year 1 Term 2 |
| -ng and -nk words | All these words have a Final Consonant Cluster of -ng and -nk | Year 1 Term 2 |
| -nt and -pt words | All these words have a Final Consonant Cluster of -nt and -pt | Year 1 Term 2 |
| -sk, -sp and -st words | All these words have a Final Consonant Cluster of -sk, -sp and -st | Year 1 Term 2 |
| bl and br words | All these words have the intial constant cluster of bl or br | Year 1 Term 2 |
| cl and cr words | All these words have the inital constant cluster of cl or cr. | Year 1 Term 2 |
| fl and fr words | All these words have the inital constant cluster of fl or fr. | Year 1 Term 2 |
| gl and gr words | All these words have the inital constant cluster of gl or gr. | Year 1 Term 2 |
| pl and pr words | All these words have the inital constant cluster of pl or pr. | Year 1 Term 2 |
| sc and sk words | All these words have the inital constant cluster of sc or sk | Year 1 Term 2 |
| sl, sm and sn words | All these words have the inital constant cluster of sl, sm and sn. | Year 1 Term 2 |
| sp and squ words | All these words have the inital constant cluster of sp or squ. | Year 1 Term 2 |
| st and str words | All these words have the inital constant cluster of st or str. | Year 1 Term 2 |
| sw and tr words | All these words have the inital constant cluster of sw or tr. | Year 1 Term 2 |
| 'ie', 'i-e', 'igh' and 'y' words | These words are spelt 'ie, 'i-e', 'igh', 'y', but they all say 'ie'. | Year 1 Term 3 |
| 'oa', 'oe', 'o-e', 'ow' words | These words are spelt 'oa', 'oe', 'o-e', 'ow', but all say 'oe'. | Year 1 Term 3 |
| 'oo', 'ue'. 'u-e' or 'ew' words, but all say 'oo' | These words are spelt 'oo', 'ue'. 'u-e' or 'ew', but all say 'oo'. | Year 1 Term 3 |
| Words with | These words contain the sounds "ee" and "ea". | Year 1 Term 3 |
| Words with ay, ai, a-e. | These words are spelt 'ai', ay' 'a-e', but all say 'ay' | Year 1 Term 3 |
| 'ar' | Common spelling patterns for the 'ar' phoneme | Year 2 Term 1 |
| 'oi' | Common spelling patterns for the 'oy' phoneme | Year 2 Term 1 |
| 'oo' | Year 2 Term 1 | |
| 'ou' | Common spelling patterns for the 'ow' phoneme | Year 2 Term 1 |
| 'ow' | Common spelling patterns for the 'ow' phoneme | Year 2 Term 1 |
| 'oy' | Common spelling patterns for the 'oy' phoneme | Year 2 Term 1 |
| colours | Year 2 Term 1 | |
| Days of the week | They must begin with a capital letter | Year 2 Term 1 |
| Months of the year | They must begin with a capital letter! | Year 2 Term 1 |
| numbers | Year 2 Term 1 | |
| 'air' | Common patterns for the 'air' phoneme | Year 2 Term 2 |
| 'are' | Common patterns for the 'air' phoneme | Year 2 Term 2 |
| 'au' | Common spelling patterns for the 'or' phoneme | Year 2 Term 2 |
| 'aw' | Common spelling patterns for the 'or' phoneme | Year 2 Term 2 |
| 'ear' | Common patterns for the 'air' phoneme | Year 2 Term 2 |
| 'er' | Common spelling patterns for the 'er' phoneme | Year 2 Term 2 |
| 'ir' | Common patterns for the 'er' phoneme | Year 2 Term 2 |
| 'or' | Common spelling patterns for the 'or' phoneme | Year 2 Term 2 |
| 'ur' | Common patterns for the 'er' phoneme | Year 2 Term 2 |
| 'wh' | Words containing the 'wh' digraph | Year 2 Term 2 |
| keywords | Y1/2 keywords | Year 2 Term 2 |
| keywords | Y1/2 keywords | Year 2 Term 2 |
| keywords | Y1/2 keywords | Year 2 Term 2 |
| Year 3 Go 1 | Year 1/2 Keywords | Year 3 Term 1 Go |
| Year 3 Go 10 | When adding 'ing' if the word ends with a consonant we always double the end sound before adding 'ing' | Year 3 Term 1 Go |
| Year 3 Go 11 | To be able to add a suffix onto the end of a word to change its meaning. | Year 3 Term 1 Go |
| Year 3 Go 12 | To be able to change a word from a noun to an adjective by adding 'y' | Year 3 Term 1 Go |
| Year 3 Go 2 | Year 1/2 Keywords Words that end in ly Interesting words to use at the start of a sentence. | Year 3 Term 1 Go |
| Year 3 Go 3 | Tricky words. Words that end in ed | Year 3 Term 1 Go |
| Year 3 Go 4 | To notice what happens to a word when ed is added. | Year 3 Term 1 Go |
| Year 3 Go 5 | To be able to change words into past tense without needing to add ed. | Year 3 Term 1 Go |
| Year 3 Go 6 | To be able to spell words ending in dge. | Year 3 Term 1 Go |
| Year 3 Go 7 | To be able to spell words that end in tch. | Year 3 Term 1 Go |
| Year 3 Go 8 | 's' or 'z' at the end of a word is always followed by 'e' | Year 3 Term 1 Go |
| Year 3 Ready 1 | Reception Keywords | Year 3 Term 1 Ready |
| Year 3 Ready 2 | Reception Keywords | Year 3 Term 1 Ready |
| Year 3 Ready 3 | Reception Keywords | Year 3 Term 1 Ready |
| Year 3 Ready 4 | Simple CVC words and some simple Yr1/2 keywords | Year 3 Term 1 Ready |
| Year 3 Ready 5 | Yr1/2 keywords | Year 3 Term 1 Ready |
| Year 3 Ready 6 | To be able to spell Year 1/2 keywords. | Year 3 Term 1 Ready |
| Year 3 Ready 7 | To be able to spell Year 1/2 Keywords. | Year 3 Term 1 Ready |
| Year 3 Steady 1 | Year1/2 keywords | Year 3 Term 1 Steady |
| Year 3 Steady 10 | To spell words that are spelt incorrectly within our writing. | Year 3 Term 1 Steady |
| Year 3 Steady 11 | To be able to spell Year 1/2 Keywords. | Year 3 Term 1 Steady |
| Year 3 Steady 12 | To be able to spell words ending in le and ing. | Year 3 Term 1 Steady |
| Year 3 Steady 2 | Year 1/2 keywords | Year 3 Term 1 Steady |
| Year 3 Steady 3 | Year 1/2 Keywords | Year 3 Term 1 Steady |
| Year 3 Steady 4 | Words with the long vowels ea, ee , y, ie, ey | Year 3 Term 1 Steady |
| Year 3 Steady 5 | Yr1/2 Keywords | Year 3 Term 1 Steady |
| Year 3 Steady 6 | To be able to spell Year 1/2 keywords correctly. | Year 3 Term 1 Steady |
| Year 3 Steady 7 | To be able to spell Year 1/2 Keywords | Year 3 Term 1 Steady |
| Year 3 Steady 8 | To be able to spell Year 1/r Keywords | Year 3 Term 1 Steady |
| Year 3 Steady 9 | To be able to spell Year 1/2 Keywords | Year 3 Term 1 Steady |
| Year 3 Term 2 Week 1 | Adding 'y' to the end of a word. Adding er and est to the end of a word. | Year 3 Term 2 Go |
| Year 3 Term 2 Week 10 | Better words for 'said' | Year 3 Term 2 Go |
| Year 3 Term 2 Week 11 | Months of the year | Year 3 Term 2 Go |
| Year 3 Term 2 Week 12 | Year 3 Term 2 Go | |
| Year 3 Term 2 Week 2 | words ending in 'ly' | Year 3 Term 2 Go |
| Year 3 Term 2 Week 3 | Year 3 Term 2 Go | |
| Year 3 Term 2 Week 4 | The children use 'was' in their sentences when writing about more than one person. Have a go at putting these words into sentences to re-enforce 'was' and 'were'. | Year 3 Term 2 Go |
| Year 3 Term 2 Week 5 | silent letters | Year 3 Term 2 Go |
| Year 3 Term 2 Week 6 | words ending in 'ble' | Year 3 Term 2 Go |
| Year 3 Term 2 Week 7 | words that can be used in the children's writing to make it more interesting. | Year 3 Term 2 Go |
| Year 3 Term 2 Week 8 | measurement and time | Year 3 Term 2 Go |
| Year 3 Term 2 Week 9 | Year 3 Term 2 Go | |
| Year 3 Term 2 Week 1 | To be able to spell words with the long vowel sound a-e | Year 3 Term 2 Ready |
| Year 3 Term 2 Week 10 | long vowel phoneme 'ie' | Year 3 Term 2 Ready |
| Year 3 Term 2 Week 11 | long vowel phoneme 'igh' | Year 3 Term 2 Ready |
| Year 3 Term 2 Week 12 | long vowel phoneme 'igh' | Year 3 Term 2 Ready |
| Year 3 Term 2 Week 2 | Long vowels ai | Year 3 Term 2 Ready |
| Year 3 Term 2 Week 3 | long vowel phonemes ay | Year 3 Term 2 Ready |
| Year 3 Term 2 Week 4 | long vowel phoneme 'ee' | Year 3 Term 2 Ready |
| Year 3 Term 2 Week 5 | long vowel phoneme 'ea' | Year 3 Term 2 Ready |
| Year 3 Term 2 Week 7 | long vowel phone o-e | Year 3 Term 2 Ready |
| Year 3 Term 2 Week 8 | long vowel phoneme 'oa' | Year 3 Term 2 Ready |
| Year 3 Term 2 Week 9 | long vowel phoneme 'y' | Year 3 Term 2 Ready |
| Year 3 Term 2 Week 1 | adding 'le' to the end of a word and 'ing'. Looking at words with the long vowel phones a-e | Year 3 Term 2 Steady |
| Year 3 Term 3 Week 1 | Different ways of starting a sentence | Year 3 Term 3 Go |
| Year 3 Term 3 Week 2 | Interesting words | Year 3 Term 3 Go |
| Year 3 Term 3 Week 3 | interesting words | Year 3 Term 3 Go |
| Year 3 Term 3 Week 4 | interesting words | Year 3 Term 3 Go |
| Year 3 Term 3 Week 5 | Interesting words | Year 3 Term 3 Go |
| Year 3 Term 3 Week 6 | Interesting words | Year 3 Term 3 Go |
| Year 3 Term 3 Week 7 | Interesting words | Year 3 Term 3 Go |
| Year 3 Term 3 Week 8 | Interesting words | Year 3 Term 3 Go |
| Year 3 Term 3 Week 9 | Year 3 Term 3 Go | |
| Year 3 Term 3 Week 9 | Year 3 Term 3 Go | |
| Year 3 Term 2 Week 6 | look at long vowel phoneme 'ow' | Year 3 Term 3 Ready |
| Year 3 Term 3 Week 1 | long vowel 'u_e' 'ue' and 'oo' | Year 3 Term 3 Ready |
| Year 3 Term 3 Week 2 | long vowel phoneme 'ew', 'u_e' and 'ue' | Year 3 Term 3 Ready |
| Year 3 Term 3 Week 3 | long vowel phonemes 'ew', 'oo' and 'ai' | Year 3 Term 3 Ready |
| Year 3 Term 3 Week 4 | long vowel phonemes 'oo', 'ew' and 'u_e' | Year 3 Term 3 Ready |
| Year 3 Term 3 Week 5 | numbers | Year 3 Term 3 Ready |
| Year 3 Term 3 Week 6 | Days of the week | Year 3 Term 3 Ready |
| Year 3 Term 3 Week 7 | Months | Year 3 Term 3 Ready |
| Year 3 Term 3 Week 8 | Yr1/2 keywords | Year 3 Term 3 Ready |
| Year 3 Term 3 Week 9 | Year 1/2 keywords | Year 3 Term 3 Ready |
| Common homophones 1 | Words that sound the same but have a different spelling and a different meaning. | Year 4 Term 1 |
| Common homophones 2 | Words that sound the same but have a different spelling and meaning. | Year 4 Term 1 |
| List 1 | List 1 of Autumn term words | Year 4 Term 1 |
| List 2 | List 2 of Autumn words | Year 4 Term 1 |
| List 3 | List 3 of Autumn spelling words | Year 4 Term 1 |
| List 4 | List 4 of Autumn spelling words | Year 4 Term 1 |
| List 5 | List 5 of Autumn spelling words | Year 4 Term 1 |
| List 6 | List 6 of spelling words for Autumn term | Year 4 Term 1 |
| Group A Class 12 Spellings 14.3.08 | Spellings for Group A over the Easter holidays | Year 4 Term 2 |
| Group B Class 12 Spellings 14.3.08 | Group B's spellings for over the Easter holidays | Year 4 Term 2 |
| Group C Class 12 Spellings 14.3.08 | Group C's spellings for over the Easter holidays | Year 4 Term 2 |
| Group D Class 12 Spellings 14.3.08 | Group D's spellings for over the Easter holidays | Year 4 Term 2 |
| List 1 | List of of Spring words | Year 4 Term 2 |
| List 2 | List 2 of spelling words | Year 4 Term 2 |
| List 3 | List 3 of Spring words | Year 4 Term 2 |
| List 4 | List 4 of Spring words | Year 4 Term 2 |
| List 5 | List 5 of Spring words | Year 4 Term 2 |
| List 6 | List 6 of Spring words | Year 4 Term 2 |
| Group A Spellings 15.4.08 | Group A spellings for 15.4.08 | Year 4 Term 3 |
| Group B Spellings 15.4.08 | Group B spellings for 15.4.08 | Year 4 Term 3 |
| Group C Spellings 15.4.08 | Group C Spellings 15.4.08 | Year 4 Term 3 |
| Group D Spellings 15.4.08 | Group D Spellings 15.4.08 | Year 4 Term 3 |
| List 1 | List of Summer words | Year 4 Term 3 |
| List 2 | List 2 of Summer words | Year 4 Term 3 |
| List 3 | List 3 of Summer words | Year 4 Term 3 |
| List 4 | List 4 of Summer words | Year 4 Term 3 |
| List 5 | List 5 of Summer words | Year 4 Term 3 |
| List 6 | List 6 of Summer words | Year 4 Term 3 |
| Homophones mix list 1. | A list of words that sound the same but have different meanings. | Year 5 Go Term 1. |
| High frequency keywords list 1. | Development of intial sounds and recognition of key words. | Year 5 Ready Term 1 |
| High frequency words list 2. | A list of high frequencey words with ip and op in them. | Year 5 Ready Term 1 |
| Planets | Planets of our solar system. | Year 5 Science Keywords |
| Homophones list 1. | A list of words that sound the same but have different meanings. | Year 5 Steady Term 1 |
| Consonant + y words | To investigate, collect and classify spelling patterns in pluralisation, construct rules for regular spellings, e.g. add s to most words; add es to most words ending in s, sh, ch; when y is preceded by a consonant, change to ies; when y is preceded by a vowel, add s. | Year 5 Term 1 |
| f and fe endings | To investigate, collect and classify spelling patterns in pluralisation, e.g. change f to ves | Year 5 Term 1 |
| Hissing and buzzing words | To investigate, collect and classify spelling patterns in pluralisation, construct rules for regular spellings, e.g. add s to most words; add es to most words ending in s, sh, ch; when y is preceded by a consonant, change to ies; when y is preceded by a vowel, add s. | Year 5 Term 1 |
| Irregular Plurals | To investigate, collect and classify spelling patterns in pluralisation, e.g. change f to ves | Year 5 Term 1 |
| List 1 with words ending in vowels other than e. | To examine the properties of words ending in vowels other than the letter e. | Year 5 Term 1 |
| List 2 with words ending in vowels other than e. | To examine the properties of words ending in vowels other than the letter e. | Year 5 Term 1 |
| List 3 with words ending in vowels other than e. | To examine the properties of words ending in vowels other than the letter e. | Year 5 Term 1 |
| List 4 with words ending in vowels other than e. | To examine the properties of words ending in vowels other than the letter e. | Year 5 Term 1 |
| List 5 with words ending in vowels other than e. | To examine the properties of words ending in vowels other than the letter e. | Year 5 Term 1 |
| List 6 with words ending in vowels other than e. | To examine the properties of words ending in vowels other than the letter e. | Year 5 Term 1 |
| List 7 with words ending in vowels other than e. | To examine the properties of words ending in vowels other than the letter e. | Year 5 Term 1 |
| Prefix "auto" | To collect and investigate the meanings and spellings of words using the following prefixes: auto, bi, trans, tele, circum. | Year 5 Term 1 |
| Prefix "bi" | To collect and investigate the meanings and spellings of words using the following prefixes: auto, bi, trans, tele, circum. | Year 5 Term 1 |
| Prefix "circum" | To collect and investigate the meanings and spellings of words using the following prefixes: auto, bi, trans, tele, circum. | Year 5 Term 1 |
| Prefix "tele" | To collect and investigate the meanings and spellings of words using the following prefixes: auto, bi, trans, tele, circum. | Year 5 Term 1 |
| Prefix "trans" | To collect and investigate the meanings and spellings of words using the following prefixes: auto, bi, trans, tele, circum. | Year 5 Term 1 |
| Typical pluralisation words . | To investigate, collect and classify spelling patterns in pluralisation, construct rules for regular spellings, e.g. add s to most words; add es to most words ending in s, sh, ch; when y is preceded by a consonant, change to ies; when y is preceded by a vowel, add s. | Year 5 Term 1 |
| Words with "act" and "child" | To identify word roots, derivations, and spelling patterns, e.g. sign, signature, signal; bomb, bombastic, bombard; remit, permit, permission, in order to extend vocabulary and provide support for spelling. | Year 5 Term 1 |
| Words with "ass", "bore", "claim" and "mine" | To identify word roots, derivations, and spelling patterns, e.g. sign, signature, signal; bomb, bombastic, bombard; remit, permit, permission, in order to extend vocabulary and provide support for spelling. | Year 5 Term 1 |
| Words with "balance", "call", "cover", "give" and "hand". | To identify word roots, derivations, and spelling patterns, e.g. sign, signature, signal; bomb, bombastic, bombard; remit, permit, permission, in order to extend vocabulary and provide support for spelling. | Year 5 Term 1 |
| Words with "elec" and "take" | To identify word roots, derivations, and spelling patterns, e.g. sign, signature, signal; bomb, bombastic, bombard; remit, permit, permission, in order to extend vocabulary and provide support for spelling. | Year 5 Term 1 |
| Words with "govern", "hero", "light", "medic" and "operate". | To identify word roots, derivations, and spelling patterns, e.g. sign, signature, signal; bomb, bombastic, bombard; remit, permit, permission, in order to extend vocabulary and provide support for spelling. | Year 5 Term 1 |
| Words with "joy", "machine", "obey", "pack" and "pass". | To identify word roots, derivations, and spelling patterns, e.g. sign, signature, signal; bomb, bombastic, bombard; remit, permit, permission, in order to extend vocabulary and provide support for spelling. | Year 5 Term 1 |
| Words with "pain", "prison", "prove" and "relate" | To identify word roots, derivations, and spelling patterns, e.g. sign, signature, signal; bomb, bombastic, bombard; remit, permit, permission, in order to extend vocabulary and provide support for spelling. | Year 5 Term 1 |
| Words with "press", "public" and "shake". | To identify word roots, derivations, and spelling patterns, e.g. sign, signature, signal; bomb, bombastic, bombard; remit, permit, permission, in order to extend vocabulary and provide support for spelling. | Year 5 Term 1 |
| "ll" change the y to and i words | To explore spelling patterns of consonants and formulate rules: ll in full becomes l when used as a suffix. | Year 5 Term 2 |
| Contrasting sets, "ing" words lists 2. | To explore spelling patterns of consonants and formulate rules: Words ending with a single consonant preceded by a short vowel double the consonant before adding ing. | Year 5 Term 2 |
| Contrasting sets, "ing" words/ | To explore spelling patterns of consonants and formulate rules: Words ending with a single consonant preceded by a short vowel double the consonant before adding ing. | Year 5 Term 2 |
| Contrasting sets, double letters words list 1. | To explore spelling patterns of consonants and formulate rules: Words ending with a single consonant preceded by a short vowel double the consonant before adding ing. | Year 5 Term 2 |
| Contrasting sets, double letters words list 2. | To explore spelling patterns of consonants and formulate rules: Words ending with a single consonant preceded by a short vowel double the consonant before adding ing. | Year 5 Term 2 |
| Homophone list 5. | To distinguish between homophones, i.e. words with common pronunciations but different spellings, e.g. eight, ate; grate, great; rain, rein, reign | Year 5 Term 2 |
| Homophones list 1. | To distinguish between homophones, i.e. words with common pronunciations but different spellings, e.g. eight, ate; grate, great; rain, rein, reign | Year 5 Term 2 |
| Homophones list 2. | To distinguish between homophones, i.e. words with common pronunciations but different spellings, e.g. eight, ate; grate, great; rain, rein, reign | Year 5 Term 2 |
| Homophones list 3. | To distinguish between homophones, i.e. words with common pronunciations but different spellings, e.g. eight, ate; grate, great; rain, rein, reign | Year 5 Term 2 |
| Homophones list 4. | To distinguish between homophones, i.e. words with common pronunciations but different spellings, e.g. eight, ate; grate, great; rain, rein, reign | Year 5 Term 2 |
| Homophones list 6. | To distinguish between homophones, i.e. words with common pronunciations but different spellings, e.g. eight, ate; grate, great; rain, rein, reign | Year 5 Term 2 |
| Homophones list 7. | To distinguish between homophones, i.e. words with common pronunciations but different spellings, e.g. eight, ate; grate, great; rain, rein, reign | Year 5 Term 2 |
| Possessive pronouns. | The correct use and spelling of possessive pronouns, linked to work on grammar, e.g. their, theirs; your, yours; my, mine | Year 5 Term 2 |
| Suffix list 1. Words with cian and sion. | To recognise and spell the suffix: cian, etc. | Year 5 Term 2 |
| Suffix list 2. Words with ssion and tion. | To recognise and spell the suffix: cian, etc. | Year 5 Term 2 |
| Suffix list 3. Words with ation and etion. Proper nouns with ian and ean. | To recognise and spell the suffix: cian, etc. | Year 5 Term 2 |
| Suffix list 3. Words with ition and otion | To recognise and spell the suffix: cian, etc. | Year 5 Term 2 |
| Suffix list 4. Words with ution. | To recognise and spell the suffix: cian, etc. | Year 5 Term 2 |
| To be able to spell words with ight | To investigate words that have common letter strings but different pronunciations, e.g. rough, cough, bough; boot, foot | Year 5 Term 2 |
| Typical "ll" words list 2 | To explore spelling patterns of consonants and formulate rules: ll in full becomes l when used as a suffix. | Year 5 Term 2 |
| Typical ll Words | To explore spelling patterns of consonants and formulate rules: ll in full becomes l when used as a suffix. | Year 5 Term 2 |
| Undoubled letters list 1. | To explore spelling patterns of consonants and formulate rules: Words ending with a single consonant preceded by a short vowel double the consonant before adding ing. | Year 5 Term 2 |
| Undoubled letters list 2. | To explore spelling patterns of consonants and formulate rules: Words ending with a single consonant preceded by a short vowel double the consonant before adding ing. | Year 5 Term 2 |
| Words with ce | To explore spelling patterns of consonants and formulate rules: c is usually soft when followed by i, e.g. circus, accident | Year 5 Term 2 |
| Words with ce | To explore spelling patterns of consonants and formulate rules: c is usually soft when followed by i, e.g. circus, accident | Year 5 Term 2 |
| Words with ci | To explore spelling patterns of consonants and formulate rules: c is usually soft when followed by i, e.g. circus, accident | Year 5 Term 2 |
| Words with cy | To explore spelling patterns of consonants and formulate rules: c is usually soft when followed by i, e.g. circus, accident | Year 5 Term 2 |
| Words with ear | To investigate words that have common letter strings but different pronunciations, e.g. rough, cough, bough; boot, foot | Year 5 Term 2 |
| Words with ear in them. | To investigate words that have common letter strings but different pronunciations, e.g. rough, cough, bough; boot, foot | Year 5 Term 2 |
| Words with ie | To investigate words that have common letter strings but different pronunciations, e.g. rough, cough, bough; boot, foot | Year 5 Term 2 |
| Words with ie in them. | To investigate words that have common letter strings but different pronunciations, e.g. rough, cough, bough; boot, foot | Year 5 Term 2 |
| Words with ight | To investigate words that have common letter strings but different pronunciations, e.g. rough, cough, bough; boot, foot | Year 5 Term 2 |
| Words with oo | To investigate words that have common letter strings but different pronunciations, e.g. rough, cough, bough; boot, foot | Year 5 Term 2 |
| Words with oo in them. | To investigate words that have common letter strings but different pronunciations, e.g. rough, cough, bough; boot, foot | Year 5 Term 2 |
| Words with ough | To investigate words that have common letter strings but different pronunciations, e.g. rough, cough, bough; boot, foot | Year 5 Term 2 |
| Words with ough in them. | To investigate words that have common letter strings but different pronunciations, e.g. rough, cough, bough; boot, foot | Year 5 Term 2 |
| Words with our | To investigate words that have common letter strings but different pronunciations, e.g. rough, cough, bough; boot, foot | Year 5 Term 2 |
| Words with our in them. | To investigate words that have common letter strings but different pronunciations, e.g. rough, cough, bough; boot, foot | Year 5 Term 2 |
| List 1 Changing the root word. | To be able to transform words, e.g. changing tenses:ed, ing; negation:un, im, il; making comparatives: er,est, ish; changing verbs to nouns, e.g. ion, ism, ology; nouns to verbs: ise, ify, en. Look at these suffixes and prefixes, add them to the root word to change that word. You need to look at these, negation: un, de, dis, anti, il. Verb to noun: tion, ism, ness, ity, ist, ir, im, in. Noun to verb: ise, ify, ate, en. Tenses: s/es, d/ed, ing, en. Comparatives: er, est, ish, like | Year 5 Term 3 |
| List 1 ie words. | To investigate and learn spelling rules: i before e except after c when the sound is ee, e.g. receive. Note and learn the exceptions. Notes: Most words with ie sound use ie. ie is the only word-ending. ei is only word-beginning. c is usually followed by ei (science, glacier and ancient are troublesome exceptions). The long a sound generally indicates ei. Note that the long a pronunciation has drifted a little over time, and is also affected by accent. Other common ei words are best memorised by exception. | Year 5 Term 3 |
| List 1, Adjectives. | To investigate and learn spelling rules: Words ending in y preceded by a consonant change y to ie when adding a suffix, e.g. flies, tried – except for the suffixes ly or ing, e.g. shly, flying. Notes: y changes to i when you add the suffixes ness, er, est, ed, ly An important exception is adding ing – it would be very odd to have a word containing a double i, and difficult to say. No other final letter changes when adding a suffix (though letters can double). | Year 5 Term 3 |
| List 1, modifying the e at the end of a word. | To investigate and learn spelling rules: Words ending in, modifying e drop e when adding ing, e.g. taking. Words ending in, modifying e keep e when adding a suffix beginning with a consonant, e.g. hopeful, lovely. Notes: Drop the e to add vowel suffixes. Retain the e to add consonant suffixes. | Year 5 Term 3 |
| List 2 ie words. | To investigate and learn spelling rules: i before e except after c when the sound is ee, e.g. receive. Note and learn the exceptions. Notes: Most words with ie sound use ie. ie is the only word-ending. ei is only word-beginning. c is usually followed by ei (science, glacier and ancient are troublesome exceptions). The long a sound generally indicates ei. Note that the long a pronunciation has drifted a little over time, and is also affected by accent. Other common ei words are best memorised by exception. | Year 5 Term 3 |
| List 2, Adjectives. | To investigate and learn spelling rules: Words ending in y preceded by a consonant change y to ie when adding a suffix, e.g. flies, tried – except for the suffixes ly or ing, e.g. shly, flying. Notes: y changes to i when you add the suffixes ness, er, est, ed, ly An important exception is adding ing – it would be very odd to have a word containing a double i, and difficult to say. No other final letter changes when adding a suffix (though letters can double). | Year 5 Term 3 |
| List 2, changing words. | To be able to transform words, e.g. changing tenses:ed, ing; negation:un, im, il; making comparatives: er,est, ish; changing verbs to nouns, e.g. ion, ism, ology; nouns to verbs: ise, ify, en. Look at these suffixes and prefixes, add them to the root word to change that word. You need to look at these, negation: un, de, dis, anti, il. Verb to noun: tion, ism, ness, ity, ist, ir, im, in. Noun to verb: ise, ify, ate, en. Tenses: s/es, d/ed, ing, en. Comparatives: er, est, ish, like | Year 5 Term 3 |
| List 2, modifying the e at the end of a word. | To investigate and learn spelling rules: Words ending in, modifying e drop e when adding ing, e.g. taking. Words ending in, modifying e keep e when adding a suffix beginning with a consonant, e.g. hopeful, lovely. Notes: Drop the e to add vowel suffixes. Retain the e to add consonant suffixes. | Year 5 Term 3 |
| List 2, prefixes with im. | To be able to recognise the spelling and meaning of the prefixes: in, im, ir, il, pro, sus. im means "not" | Year 5 Term 3 |
| List 3, Adjectives. | To investigate and learn spelling rules: Words ending in y preceded by a consonant change y to ie when adding a suffix, e.g. flies, tried – except for the suffixes ly or ing, e.g. shly, flying. Notes: y changes to i when you add the suffixes ness, er, est, ed, ly An important exception is adding ing – it would be very odd to have a word containing a double i, and difficult to say. No other final letter changes when adding a suffix (though letters can double). | Year 5 Term 3 |
| List 3, cei words. | To investigate and learn spelling rules: i before e except after c when the sound is ee, e.g. receive. Note and learn the exceptions. Notes: Most words with ie sound use ie. ie is the only word-ending. ei is only word-beginning. c is usually followed by ei (science, glacier and ancient are troublesome exceptions). The long a sound generally indicates ei. Note that the long a pronunciation has drifted a little over time, and is also affected by accent. Other common ei words are best memorised by exception. | Year 5 Term 3 |
| List 3, changing words. | To be able to transform words, e.g. changing tenses:ed, ing; negation:un, im, il; making comparatives: er,est, ish; changing verbs to nouns, e.g. ion, ism, ology; nouns to verbs: ise, ify, en. Look at these suffixes and prefixes, add them to the root word to change that word. You need to look at these, negation: un, de, dis, anti, il. Verb to noun: tion, ism, ness, ity, ist, ir, im, in. Noun to verb: ise, ify, ate, en. Tenses: s/es, d/ed, ing, en. Comparatives: er, est, ish, like | Year 5 Term 3 |
| List 4 Prefix, pro. | To be able to recognise the spelling and meaning of the prefixes: in, im, ir, il, pro, sus. pro means ahead. | Year 5 Term 3 |
| List 4, ei (long a sound). | To investigate and learn spelling rules: i before e except after c when the sound is ee, e.g. receive. Note and learn the exceptions. Notes: Most words with ie sound use ie. ie is the only word-ending. ei is only word-beginning. c is usually followed by ei (science, glacier and ancient are troublesome exceptions). The long a sound generally indicates ei. Note that the long a pronunciation has drifted a little over time, and is also affected by accent. Other common ei words are best memorised by exception. | Year 5 Term 3 |
| List 4, Verbs. | To investigate and learn spelling rules: Words ending in y preceded by a consonant change y to ie when adding a suffix, e.g. flies, tried – except for the suffixes ly or ing, e.g. shly, flying. Notes: y changes to i when you add the suffixes ness, er, est, ed, ly An important exception is adding ing – it would be very odd to have a word containing a double i, and difficult to say. No other final letter changes when adding a suffix (though letters can double). | Year 5 Term 3 |
| List 5 Prefix, mixture of words. | To be able to recognise the spelling and meaning of the prefixes: in, im, ir, il, pro, sus. Note the double letters created when a prefix is added to words beginning with the same letter. Words containing the letter string conform to the rules even though they lack the root meaning, e.g. illuminate, illustrate, irritate, irrigate. | Year 5 Term 3 |
| List 5, ei (other) | To investigate and learn spelling rules: i before e except after c when the sound is ee, e.g. receive. Note and learn the exceptions. Notes: Most words with ie sound use ie. ie is the only word-ending. ei is only word-beginning. c is usually followed by ei (science, glacier and ancient are troublesome exceptions). The long a sound generally indicates ei. Note that the long a pronunciation has drifted a little over time, and is also affected by accent. Other common ei words are best memorised by exception. | Year 5 Term 3 |
| List 5, Verbs. | To investigate and learn spelling rules: Words ending in y preceded by a consonant change y to ie when adding a suffix, e.g. flies, tried – except for the suffixes ly or ing, e.g. shly, flying. Notes: y changes to i when you add the suffixes ness, er, est, ed, ly An important exception is adding ing – it would be very odd to have a word containing a double i, and difficult to say. No other final letter changes when adding a suffix (though letters can double). | Year 5 Term 3 |
| Spelling list 1, prefixes in. | To be able to recognise the spelling and meaning of the prefixes: in, im, ir, il, pro, sus. in means "not" | Year 5 Term 3 |
| To recognise prefixes with ir, sus and il. | To be able to recognise the spelling and meaning of the prefixes: in, im, ir, il, pro, sus. ir means not il means not sus a version of sub meaning under. | Year 5 Term 3 |
| Unstressed Vowels list 1. | To spell unstressed vowels in polysyllabic words, e.g. company, portable, poisonous, interest, description, carpet, sector, freedom, extra, etc. | Year 5 Term 3 |
| Unstressed vowels list 2. | To spell unstressed vowels in polysyllabic words, e.g. company, portable, poisonous, interest, description, carpet, sector, freedom, extra, etc. | Year 5 Term 3 |
| Unstressed vowels list 3. | To spell unstressed vowels in polysyllabic words, e.g. company, portable, poisonous, interest, description, carpet, sector, freedom, extra, etc. | Year 5 Term 3 |
| Unstressed vowels list 4. | To spell unstressed vowels in polysyllabic words, e.g. company, portable, poisonous, interest, description, carpet, sector, freedom, extra, etc. | Year 5 Term 3 |
| Unstressed vowels list 5. | To spell unstressed vowels in polysyllabic words, e.g. company, portable, poisonous, interest, description, carpet, sector, freedom, extra, etc. | Year 5 Term 3 |
| Unstressed vowels list 6. | To spell unstressed vowels in polysyllabic words, e.g. company, portable, poisonous, interest, description, carpet, sector, freedom, extra, etc. | Year 5 Term 3 |
| Prefix and Suffix | These words contain the prefixes and suffixes: audi, photo and phobia. | Year 6 |
| bi and aqua | these words all contain the prefix bi and aqua | Year 6 Term 1 |
| cred and hyd | These words contain cred and hyd | Year 6 Term 1 |
| in and oct | These words all begin with in and oct | Year 6 Term 1 |
| ory and ary | These words end in ary and ory | Year 6 Term 1 |
| super words | These words all begin with super | Year 6 Term 1 |
| tele | these words all begin with tele | Year 6 Term 1 |
| trans and auto | These words all begin with trans or auto | Year 6 Term 1 |
| list 1 | Year 6 Term 2 | |
| list 2 | Year 6 Term 2 | |
| list 3 | Year 6 Term 2 | |
| list 4 | Year 6 Term 2 | |
| list 5 | Year 6 Term 2 | |
| list 6 | Year 6 Term 2 | |
| List 1 | Year 6 Term 3 | |
| List 2 | Year 6 Term 3 | |
| List 3 | Year 6 Term 3 | |
| List 4 | Year 6 Term 3 | |
| list 5 | Year 6 Term 3 | |
| list 6 | Year 6 Term 3 | |
| cred and hyd | These words contain cred and hyd | - |
| Reception - Phase 2 tricky words | - | |
| Reception - Phase 3 reading | - | |
| Reception - Phase 3 spelling | - | |
| Reception - Phase 4 reading | - | |
| Reception - Phase 4 spelling | - | |
| Reception - Phases 2 reading | - | |
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