· recognising rhymes and giving a rhyming word · segmenting words into syllables · hearing and identifying the initial and final letter sounds and telescoping to find middle letter sounds of a word · segmenting words orally into onset and rime eg ‘bat’ is ‘b’ and ‘at’ · blending and segmenting cv,(b-e), vc (o-n), and cvc (sh-o-p) words · manipulate phonemes to make new words eg exchange one sound in a spoken word with a different sound to make a new word · build word families in modelled spelling sessions eg and hand band sand · beginning to recognise when the spelling of a word appears inaccurate · making spelling generalisations · using an editing code
High frequency spelling words
Students are expected to access the correct spelling of these words in the classroom and to use the correct spelling in their writing.
about after again along another any anyone around ask be because birthday came
class could dear every fast find friend front full give happy here house
how live many new off once our out other outside people pull push
said says something story talk teacher their there they these think those
very walk want were what when where who why year
Displayed in room for reference
|| your ||
Phonological knowledge Apply to useful words only
Recognise:
· teen words eg thirteen · tens words eg thirty · months of the year · relevant place names, family titles
When c goes in front of a, o or u, it sounds like k
cat cut cot
k goes in front of e and i
keg kick
ck is only used after a short vowel sound
sack neck brick lock duck packet tickle
When a word ends in l, double the l, before adding –ed, -ing or –er
travel – travelled – travelling – traveller
Words that end in sh, ch, s, ss, x and z form plurals by adding –es
dishes churches gasses classes boxes buzzes
When a word of one syllable contains two vowels, just add the ending, don’t double the final consonant
seat seating seated spoil spoiling spoiled
Omit the final –e from a base word, before adding an ending that begins with a vowel
have having crave craving
The sound ee on the end of a word is nearly always represented by a -y
key happy silly party monkey (except coffee, committee, tree, three etc )
Stage 1 Year 2
Punctuation WS1.10 capital letters · beginning of sentence · proper nouns fullstops · at the end of a sentence question marks exclamation marks quotation marks · direct speech
Grammar WS1.10,1.14 TS 1.4 RS 1.6, 1.8 text level · uses synonyms in own writing · antonyms – words that have opposite meanings · uses connectives eg first… next… finally sentence level · uses more complex sentences involving one or more clauses eg Kim broke the vase – Kim slipped on the step and broke the vase. · conjunctions/joining words eg and, but, so clause level · clause – a group of words that tell us about an action and those involved in the action phrase level · noun group – a group of words built around a noun that describe or specify the noun eg the sunny day · adverbial phrase – a preposition plus a noun group that tells us more about the action in terms of where, when, why, how, with whom word level · nouns-naming words for people, places things · adjectives – describing word – size (big), colour (red), shape (round, beautiful, sunny), numbering (two), possessive (Tom’s) · pronouns – standing instead of a noun · verbs – doing 9run), saying (shout), thinking (wonder) · adverb – tells when, where, how · preposition – placed in front of a noun group to how where (on the box), when (before my birthday). word building and origins · compound words figurative language · creative word play – alliteration (slimy, slippery snakes) - onomatopoeia (the wind whooshed)
Year 2
WS1.11, RS1.6
· recognising rhymes and giving a rhyming word
· segmenting words into syllables
· hearing and identifying the initial and final letter sounds and telescoping to find middle letter sounds of a word
· segmenting words orally into onset and rime eg ‘bat’ is ‘b’ and ‘at’
· blending and segmenting cv,(b-e), vc (o-n), and cvc (sh-o-p) words
· manipulate phonemes to make new words eg exchange one sound in a spoken word with a different sound to make a new word
· build word families in modelled spelling sessions eg and hand band sand
· beginning to recognise when the spelling of a word appears inaccurate
· making spelling generalisations
· using an editing code
High frequency spelling words
Students are expected to access the correct spelling of these words in the classroom and to use the correct spelling in their writing.
after
again
along
another
any
anyone
around
ask
be
because
birthday
came
could
dear
every
fast
find
friend
front
full
give
happy
here
house
live
many
new
off
once
our
out
other
outside
people
pull
push
says
something
story
talk
teacher
their
there
they
these
think
those
walk
want
were
what
when
where
who
why
year
your ||
Phonological knowledge
Apply to useful words only
· teen words eg thirteen
· tens words eg thirty
· months of the year
· relevant place names, family titles
qu th wh ph
scr- str- shr- thr- squ- spr-
-mp -nt -lt -lp -st -sk -ss
-ank -ink -onk -unk
ee ea final y ai ay
oe (toe) ow oa ew ue
ie -y (my, by)
ar er ir or ur
oo (cool) oo (look) oi oy
ou (out) ow (cow) au aw or
Stage 1
Year 2
WS1.11, RS1.6
Spelling Generalisations
shop – shopper – shopping
dare – daring - dared
spoil spoiling spoiled
crave craving
Year 2
WS1.10
capital letters
· beginning of sentence
· proper nouns
fullstops
· at the end of a sentence
question marks
exclamation marks
quotation marks
· direct speech
WS1.10,1.14 TS 1.4 RS 1.6, 1.8
text level
· uses synonyms in own writing
· antonyms – words that have opposite meanings
· uses connectives eg first… next… finally
sentence level
· uses more complex sentences involving one or more clauses eg Kim broke the vase – Kim slipped on the step and broke the vase.
· conjunctions/joining words eg and, but, so
clause level
· clause – a group of words that tell us about an action and those involved in the action
phrase level
· noun group – a group of words built around a noun that describe or specify the noun eg the sunny day
· adverbial phrase – a preposition plus a noun group that tells us more about the action in terms of where, when, why, how, with whom
word level
· nouns-naming words for people, places things
· adjectives – describing word – size (big), colour (red), shape (round, beautiful, sunny), numbering (two), possessive (Tom’s)
· pronouns – standing instead of a noun
· verbs – doing 9run), saying (shout), thinking (wonder)
· adverb – tells when, where, how
· preposition – placed in front of a noun group to how where (on the box), when (before my birthday).
word building and origins
· compound words
figurative language
· creative word play – alliteration (slimy, slippery snakes)
- onomatopoeia (the wind whooshed)