Core Collaborative Group: Bentley Heath, Berkswell,...

Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013

GRAMMAR, PUNCTUATION & SPELLING KS2

KS2 - G, P & S p.1

Year 6 Planning

Term Spelling

Grammar and punctuation

Terminology

YE

AR

6 A

UT

UM

N 1

- C

ON

SO

LID

AT

E

& R

EV

ISE

Words ending in -able & -ible The –able ending is far more common than the –ible

ending. As with –ant and –ance/–ancy, the –able ending is used

if there is a related word ending in –ation. If the –able ending is added to a word ending in –ce or –

ge, the e after the c or g must be kept as those letters

would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending.

The –able ending is usually but not always used if a complete root word can be heard before it, even if there is

no related word ending in –ation. The first five examples

opposite are obvious; in reliable, the complete word rely is heard, but the y changes to i in accordance with the rule.

The –ible ending is common if a complete root word can’t be heard before it but it also sometimes occurs when a

complete word can be heard (e.g. sensible). Example words:

possible, horrible, terrible, visible, incredible, sensible

dependable, comfortable, understandable, reasonable, enjoyable, reliable

changeable, noticeable, forcible, legible adorable (adoration), applicable (application), considerable

(consideration), tolerable (toleration)

S4S - Use what is known about prefixes & suffixes to

transform words. p. 97-100

GRW- Investigate connective words & phrases incl. thesaurus work p.130

CPF – Unit 16 Grammar – Coordinating, contrasting &

subordinating conjunctions (L.5)

CPF – Unit 26 Grammar – Subject – verb agreement(L.6)

GRW- Paragraph structure analysis p.144

Prefix Suffix

Root Word Connective

Conjunction Subject

Verb



KS2 - G, P & S p.2

YE

AR

6 A

UT

UM

N 1

- N

EW

TE

AC

HIN

G F

RO

M N

EW

FR

AM

EW

OR

K

Revise Develop Independent Spelling Strategies Unit

S4S Y6 p.89 to start the year

CPF – Unit 55 Spelling (& Punctuation) – Edit &

improve your work (L.5) – Useful introductory activity

Endings which sound like /ʃəs/ spelt –cious or –tious

–tious Not many common words end like this.

If the root word ends in –ce, the /�/ sound is usually spelt as c – e.g. vice – vicious, grace – gracious, space – spacious, malice – malicious. Example words: vicious, precious, conscious, delicious,

malicious, suspicious

ambitious, cautious, exception: anxious

Endings which sound like /ʃəl/ -cial, -tial –cial is common after a vowel letter and –tial after a

consonant letter, but there are some exceptions.

Exceptions: initial, financial, commercial, provincial (the spelling of the last three is clearly related to finance,

commerce and province). Example words: official, special, artificial, partial,

confidential, essential

Use of the passive voice to affect the presentation of

information in a sentence (e.g. I broke the window in the

greenhouse versus The window in the greenhouse was broken) GRW- Active & passive verbs p.128

GFW- How active & passive affect word order & sense p.128 GFW- Revisit active & passive verbs p.136

CPF – Unit 29 Grammar – Active & passive (L.6)

Expanded noun phrases to convey complicated

information concisely (e.g. the boy that jumped over the fence is over there, or the fact that it was raining meant the end of

sports day CPF – Unit 28 Grammar –Classifying nouns (L.6)

Active and passive voice

Subject and object

Noun phrases Passive voice

Synonym Antonym

Assess and Review Assess and Review Assess and Review



KS2 - G, P & S p.3

YE

AR

6 A

UT

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N 2

-

CO

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OLID

AT

E

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EV

ISE

Words with the /i:/ sound spelt ei after c

The ‘i before e except after c’ rule applies to words where

the sound spelt by ei is /i:/. Exceptions: protein, caffeine, seize (and either and neither if pronounced with an initial /i:/ sound). Example words: deceive, conceive, receive, perceive,

ceiling

GRW- Complex sentences p.132

GFW- More sophisticated punctuation marks p.132



KS2 - G, P & S p.4

YE

AR

6 A

UT

UM

N 2

- N

EW

TE

AC

HIN

G F

RO

M N

EW

FR

AM

EW

OR

K

Words ending in –ant, –ance/–ancy, –ent, –ence/–

ency

Use –ant and –ance/–ancy if there is a related word with a /æ/ or /e�/ sound in the right position; –ation endings are

often a clue. Example words: observant, observance, (observation),

expectant (expectation), hesitant, hesitancy (hesitation),

tolerant, tolerance (toleration), substance (substantial)

Use –ent and –ence/–ency after soft c (/s/ sound), soft g (/d�/ sound) and qu, or if there is a related word with a

clear /�/ sound in the right position. Example words: innocent, innocence, decent, decency,

frequent, frequency, confident, confidence (confidential

There are many words, however, where the above guidelines don’t help. These words just have to be learnt.

Example words: assistant, assistance, obedient, obedience, independent, independence

Adding suffixes beginning with vowel letters ending in –fer

The r is doubled if the –fer is still stressed when the ending is added The r is not doubled if the –fer is no longer

stressed. Example words: referring, referred, referral, preferring,

preferred, transferring transferred

reference, referee, preference, transference

Use of the hyphen Hyphens can be used to join a prefix to a root word,

especially if the prefix ends in a vowel letter and the root

word also begins with one. Example words: co-ordinate, re-enter, co-operate, co-own

CPF – Unit 52 Spelling –Common suffixes (L.4)

Layout devices, such as headings, sub-headings, columns,

bullets, or tables, to structure text

How hyphens can be used to avoid ambiguity (e.g. man

eating shark versus man-eating shark, or recover versus re-cover)

Use of the colon to introduce a list

Punctuation of bullet points to list information

Subject and object

Hyphen

Bullet points Synonym

Antonym Suffix

Colon




KS2 - G, P & S p.5

YE

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6 S

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ING

1 -

CO

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OLID

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& R

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Verb prefixes (eg: dis-, de-, mis-, over- and re-)

Verb

Prefix

YE

AR

6 S

PR

ING

1 -

NE

W T

EA

CH

ING

FR

OM

NE

W

FR

AM

EW

OR

K

Homophones and other words that are often confused

In these pairs of words, nouns end –ce and verbs end –se.

Advice and advise provide a useful clue as the word advise (verb) is pronounced with a /z/ sound – which could not be

spelt c. Example words|: advice/advise device/devise

licence/license

practice/practise prophecy/prophesy

eligible: suitable to be chosen or elected illegible: not legible (i.e. unreadable)

affect: usually a verb (e.g. The weather may affect our plans.) effect: usually a noun (e.g. It may have an effect on our plans.). If a verb, it means ‘bring about’ (e.g. He will effect changes in the running of the business.).

Example words: past: noun or adjective referring to a

previous time (e.g. In the past) or preposition or adverb showing place (e.g. he walked past me)

passed: past tense of the verb ‘pass’ draft: noun – a first attempt at writing something; verb – to

make the first attempt; also, to draw in someone (e.g. to draft in extra help) draught: a current of air (e.g. I passed him in the road)

Linking ideas across paragraphs using a wider range of

cohesive devices: semantic cohesion (e.g. repetition of a

word or phrase), grammatical connections (e.g. the use of adverbials such as on the other hand, in contrast, or as a consequence), and ellipsis CPF – Unit 20 Grammar –Linking across paragraphs (L.5)

CPF – Unit 22 & 23 Grammar – Using complex sentences to

extend, link & develop ideas (L.6) CPF – Unit 39 Punctuation – ellipsis (L.5)

Use of the semi-colon, colon and dash to mark the

boundary between independent clauses (e.g. It’s raining; I’m fed up.)

CPF – Unit 40 Punctuation –semi-colons & colons (L.5)

Subject and object

Colon,

Semi-colon Clauses

Synonym Antonym

Dash

Homophone Noun

Adjective Verb

Paragraph Semantic

cohesion

Grammatical

connection

Adverbial Ellipses




KS2 - G, P & S p.6

YE

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6 S

PR

ING

2 -

CO

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OLID

AT

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& R

EV

ISE

Words with “silent” letters (i.e. letters whose

presence cannot be predicted from the pronunciation

of the word) Some letters which are no longer sounded used to be

sounded hundreds of years ago: e.g. in knight, there was a /k/ sound before the /n/, and the gh used to represent the

sound that ‘ch’ now represents in the Scottish word loch. Example words: doubt, island, lamb, solemn, thistle, knight

S4S – Y6 Spelling unstressed vowels in polysyllabic words

p.95

Synonyms & antonyms

Synonym

Antonym

YE

AR

6 S

PR

ING

2 -

NE

W T

EA

CH

ING

FR

OM

NE

W F

RA

ME

WO

RK

Revision according to needs of the class using word

list Year 5 and 6

The difference between vocabulary typical of informal

speech and vocabulary appropriate for formal speech and writing (e.g. said versus reported, alleged, or claimed in formal

speech or writing)

CPF – Unit 70- Formal & informal writing (L.6)

The difference between structures typical of informal speech and structures appropriate for formal speech and

writing (such as the use of question tags, e.g. He’s your friend,

isn’t he?, or the use of the subjunctive in some very formal writing and speech)

(link to text work) GRW- Formal, official language p.138

CPF – Unit 21 Grammar – Coherence & accuracy in spoken &

written communication (L.6)

Subject and object

Subjective Formal/Informal speech

Synonym

Antonym




KS2 - G, P & S p.7

YE

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6 S

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Converting nouns or adjectives into verbs using

suffixes

(eg –ate; -ise; -ify) S4S- Revise & use word roots, prefixes & suffixes as support

for spelling. P. 102-104

Prefix

Suffix

Noun Adjective

Word Root

YE

AR

6 S

UM

ME

R 1

- N

EW

TE

AC

HIN

G F

RO

M

NE

W F

RA

ME

WO

RK

More complex prefixes and suffixes e.g

CPF Unit 56 & 60 – Spelling – Inflectional endings (L.5)

CPF – Unit 59 Spelling– Exploring complex word families (L.6)

CPF- Level 5/6 Unit 61 and 62

Al, af, ap, ir, il, ad, ag, as, tion, ism, ise, ed, est, like, ness, ist,

Revision for SATS/ GAPS

GFW- Revise word classes p.126 GFW- Conditionals & hypotheses p.142

GFW- Revise language conventions & grammatical features of texts across genres p.146

RS- Comparative & Superlative

RS- Synomyms & Antonyms RS- Tenses & Modal Verbs

CPF – Unit 27 Grammar – Understanding different tenses (L.6) CPF – Unit 41 & 42 Punctuation – full range of punctuation (L.6)

Subject and object

Synonym Antonym

Prefix Suffix

Word Class

Conditional Comparative

Superlative Tense

Modal Verb




KS2 - G, P & S p.8

YE

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6 S

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NE

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K

Vocabulary investigation

GFW- Investigate language: proverbs, headlines, dialect etc.

p.148 CPF – Unit 68 & 69 Using imaginative vocabulary (L.6)

To investigate manipulating sentence structure and order

to extend, link and develop ideas.

CPF – Unit 24 & 25 Grammar – To investigate manipulating sentence structure and order to extend, link and develop ideas

(L.6) CPF – Unit 71 Concise expression (L.6)

Subject and object

Concise


Word list for Years 5 and 6

Accommodate Accompany

According

Achieve Aggressive

Amateur Ancient

Apparent Appreciate

Attached

Available Average

Awkward Bargain

Bruise

Category Cemetery

committee

Communicate Community

Competition

Conscience Conscious

Controversy Convenience

Correspond Criticise (critic+ise)

Curiosity

Definite Desperate

Determined Develop

Dictionary

Disastrous Embarrass

environment

Equip (-ped, -ment) Especially

Exaggerate

Excellent Existence

Explanation Familiar

Foreign Foreign

Forty

Frequently Government

Guarantee Harass

Hindrance

Identify Immediate(ly)

Individual interfere



KS2 - G, P & S p.9

Interrupt

Language

Leisure Lightning

Marvellous Mischievous

Muscle

Necessary Neighbour

Nuisance Occupy

Occur Opportunity

Parliament

Persuade Physical

Prejudice Privilege

Profession

Programme

Pronunciation

Queue Recognise

Recommend Relevant

Restaurant

Rhyme Rhythm

Sacrifice Secretary

Shoulder Sincere(ly)

Soldier

Stomach Sufficient

Suggest

Symbol

System

Temperature Through

Twelfth Variety

Vegetable

Vehicle Yacht

Suggested Resources: Word Bank

Support for Spelling (Ref in blue above: S4S) Grammar for Writing (Ref in green above: GFW)

Rising Stars Level 5/6 Resources (Ref in red above:RS)

Collins Primary Focus (Ref in orange above: CPF)



KS2 - G, P & S p.10

Year 5 Planning

Term Spelling Grammar and punctuation Terminology

YE

AR

5 A

UT

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N 1

- C

ON

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LID

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E

& R

EV

ISE

Suffixes from Y4:

– ation; -ous; -tion; -sion; -ssion; -cian The suffix –ation is added to verbs to form nouns. The rules

already learnt still apply.

Example words: information, adoration, sensation, preparation, admiration

Sometimes the root word is obvious and the usual rules apply

for adding suffixes beginning with vowel letters. Example words: poisonous, dangerous, mountainous, famous,

various

Sometimes there is no obvious root word. Example words:

tremendous, enormous, jealous

–our is changed to –or before –ous is added. Example

words: humorous, glamorous, vigorous

A final ‘e’ must be kept if the /dʒ/ sound of ‘g’ is to be kept. Example words: courageous, outrageous

If there is an /i:/ sound before the –ous ending, it is usually

spelt as i, but a few words have e.

Example words: serious, obvious, curious hideous, spontaneous, courteous

GRW- Discuss, proof read & edit, making more complex

sentences, using connectives etc. p.104 GFW- Direct & reported speech p.108

GFW- Dialogue punctuation p.108

Suffix

Root Word Direct Speech

Reported Speech

Dialogue Speech Marks/Inverted

Commas



KS2 - G, P & S p.11

YE

AR

5 A

UT

UM

N 1

- N

EW

TE

AC

HIN

G F

RO

M N

EW

FR

AM

EW

OR

K

Develop Independent Spelling Strategies Unit S4S Y6

p.89 to start the year

CPF – Unit 48 Spelling (& Punctuation) – Edit &

improve your work (L.4) – Useful introductory activity

Words ending –ible and –able

The –able ending is far more common than the –ible ending. Example words: adorable (adoration), applicable

(application), considerable (consideration), tolerable (toleration)

As with –ant and –ance/–ancy, the –able ending is used if there is a related word ending in –ation.

If the –able ending is added to a word ending in –ce or –ge,

the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before

the a of the –able ending. Example words: changeable, noticeable, forcible, legible

The –able ending is usually but not always used if a complete

root word can be heard before it, even if there is no related word ending in –ation.

The first five examples opposite are obvious; in reliable, the complete word rely is heard, but the y changes to i in

accordance with the rule. Example words: dependable, comfortable, understandable, reasonable, enjoyable, reliable

The –ible ending is common if a complete root word can’t be

heard before it but it also sometimes occurs when a complete word can be heard (e.g. sensible).

Example words: possible, horrible, terrible, visible, incredible, sensible

Relative clauses beginning with who, which, where, why, whose, that or an omitted relative pronoun

CPF – Unit 17 Grammar – Determiners/ articles (L.5)

Commas to indicate parenthesis (clauses)

CPF – Unit 18 Grammar – Clauses (L.5)

Relative clause

Relative pronoun

Determiner

Comma

Clause

Parenthesis

Suffix Root Word




KS2 - G, P & S p.12

YE

AR

5

AU

TU

MN

2 -

CO

NS

OLID

AT

E

& R

EV

ISE

Y4 Word origins:

Ch Greek origin. Example words: scheme, chorus,

chemist, echo, character Ch French origin. Example words: chef, chalet, machine,

brochure Gue, Que French origin. Example words: league, tongue, antique, unique

Sc Latin. Example words: science, scene, discipline,

fascinate, crescent S4S – Y5 Spell words with common letter strings and

different pronunciations (ight, ear, oo, ough, ie, our) p.74 S4S – Y5 Identify word roots, derivations & spelling patterns

p.85 CPF – Unit 49 Spelling – Common letter strings (L.4)

CPF – Unit 51 Spelling –Common prefixes (link to word

origins) (L.4) CPF – Unit 57 & 58 Spelling– Root words (L.5)

GFW- Adapt writing for different readers & purpose p.106

Word Origin

Letter String

Word Root Derivation

Spelling Pattern Prefix

Suffix

YE

AR

5 A

UT

UM

N 2

- N

EW

TE

AC

HIN

G F

RO

M

NE

W F

RA

ME

WO

RK

Words with the /i:/ sound spelt ei after c

The ‘i before e except after c’ rule applies to words where the sound spelt by ei is /i:/.

Exceptions: protein, caffeine, seize (and either and neither if pronounced with an initial /i:/ sound).

Example words: deceive, conceive, receive, perceive, ceiling

S4S – Y5 Spelling patterns of consonants to formulate rules: consonant c - p.77

CPF – Unit 46 Spelling –C sound, vowels & consonants (L.3)

Devices to build cohesion within a paragraph (e.g. then, after that, this firstly) CPF – Unit 14 Grammar – Connectives (L.4)

CPF – Unit 19 Grammar – Connectives (L.5)

Cohesion

Consonant Vowel

Connective




KS2 - G, P & S p.13

YE

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Y4 Possessive apostrophe with plural words

The apostrophe is placed after the plural form of the word; –s

is not added if the plural already ends in –s, but is added if the plural does not end in –s (i.e. is an irregular plural – e.g.

children’s). Example words: girls’, boys’, babies’, children’s, men’s,

mice’s

(Note: singular proper nouns ending in an s use the ’s suffix e.g. Cyprus’s population.)

S4S – Y5 adding suffixes to words ending in e p.82

GFW- Prepositions p.120

Possessive apostrophe

Singular

Plural Preposition

YE

AR

5 S

PR

ING

1 -

NE

W T

EA

CH

ING

FR

OM

NE

W F

RA

ME

WO

RK

Words with ‘silent’ letters (ie letters whose presence cannot be predicted from the pronunciation of the word)

Some letters which are no longer sounded used to be sounded hundreds of years ago: e.g. in knight, there was a /k/ sound

before the /n/, and the gh used to represent the sound that ‘ch’ now represents in the Scottish word loch. Example

words: doubt, island, lamb, solemn, thistle, knight

Linking ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (secondly)

CPF – Unit 15 Grammar – writing in paragraphs & linking ideas (L.4)

Adverbial




KS2 - G, P & S p.14

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Y4 Homophones or near-homophones

accept/except, affect/effect, ball/bawl, berry/bury,

brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he’ll, knot/not, mail/male, main/mane, meat/meet,

medal/meddle, missed/mist, peace/piece, plain/plane, rain/rein/reign, scene/seen, weather/whether, whose/who’s

GFW- Standard English p.102

GFW- Nouns, pronouns & verbs p.114

GFW- Revise & extend verbs p.110 GFW- Imperative form p.110

Homophone

Noun

Pronoun Verb

Imperative



KS2 - G, P & S p.15

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RK

Homophones and other words that are often confused aisle: a gangway between seats (in a church, train, plane) isle: an island aloud: out loud allowed: permitted altar: a table-like piece of furniture in a church alter: to change ascent: the act of ascending (going up) assent: to agree/agreement (verb and noun) bridal: to do with a bride at a wedding bridle: reins etc. for controlling a horse cereal: made from grain (e.g. breakfast cereal) serial: adjective from the noun series – a succession of things one after the other compliment: to make nice remarks about someone (verb) or the remark that is made (noun) complement: related to the word complete – to make something complete or more complete (e.g. her scarf complemented her outfit) descent: the act of descending (going down) dissent: to disagree/disagreement (verb and noun) desert: as a noun – a barren place (stress on first syllable); as a verb – to abandon (stress on second syllable) dessert: (stress on second syllable) a sweet course after the main course of a meal eligible: suitable to be chosen or elected illegible: not legible (i.e. unreadable) eliminate: get rid of/exclude illuminate: light up farther: further father: a male parent guessed: past tense of the verb guess guest: visitor heard: past tense of the verb hear herd: a group of animals led: past tense of the verb lead lead: present tense of that verb, or else the metal which is very heavy (as heavy as lead) morning: before noon mourning: grieving for someone who has died profit: money that is made in selling things prophet: someone who foretells the future stationary: not moving stationery: paper, envelopes etc. steal: take something that does not belong to you steel: metal wary: cautious weary: tired who’s: contraction of who is or who has whose: belonging to someone (e.g. Whose jacket is that?)

Indicating degrees of possibility using modal verbs (e.g.

might, should, will, must) or adverbs (perhaps, surely)

Homophone

Modal verb

Adverb



KS2 - G, P & S p.16


YE

AR

5 S

UM

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R 1

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ON

SO

LID

AT

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S4S – Y5 Spelling unstressed vowels in polysyllabic words p.71

CPF – Unit 50 Spelling – Polysyllabic words (L.4)

RS- Level 4 General punctuation revision p.28-38 Unstressed vowel

Polysyllabic

YE

AR

5 S

UM

ME

R 1

- N

EW

TE

AC

HIN

G

FR

OM

NE

W F

RA

ME

WO

RK

Converting nouns or adjectives into nouns or adjectives into verbs using suffixes (e.g. –ate; -ise; -ify)

Brackets & dashes CPF – Unit 37 Punctuation – brackets (L.5)

CPF – Unit 38 Punctuation – dashes & hyphens (L.5)

Bracket Dash

Hyphen

Noun Adjective

Verb Suffix




KS2 - G, P & S p.17

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Y4 Prefixes: dis-; mis-; in-; re-; sub-; inter-

Most prefixes are added to the beginning of root words

without any changes in spelling, but see in– below. Like un–, the prefixes dis– and mis– have negative meanings.

Example words: dis–, mis–, in– disappoint, disagree, disobey

misbehave, mislead, misspell (mis + spell)

The prefix in– can mean both ‘not’ and ‘in’/’into’. In the words

given here it means ‘not’. Example words: inactive, incorrect

Before a root word starting with l, in– becomes il. Example words: illegal, illegible

Before a root word starting with m or p, in– becomes im–. Example words: immature, immortal, impossible, impatient,

imperfect

Before a root word starting with r, in– becomes ir–. Example

words: irregular, irrelevant, irresponsible

re– means ‘again’ or ‘back’. Example words: redo, refresh, return, reappear, redecorate

sub– means ‘under’. Example words: subdivide, subheading, submarine, submerge

inter– means ‘between’ or ‘among’. Example words: interact,

intercity, international, interrelated (inter + related)

CPF – Unit 66 Simile & metaphor (L.4)

GFW- Punctuation in longer, more complex sentences p.116

GFW- Punctuation in complex sentences p.122

Prefix

Root Word

Simile Metaphor

Complex Sentence



KS2 - G, P & S p.18

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Verb prefixes (e.g. dis-, de-, mis-, over- and re-)

Use of commas to clarify meaning to avoid ambiguity

CPF – Unit 33 Punctuation – Commas to clarify meaning & avoid

ambiguity (L.4)

Ambiguity

Comma

Verb Prefix

Assess and Review Assess and Review


Accommodate

Accompany According

Achieve Aggressive

Amateur

Ancient Apparent

Appreciate Attached

Available

Average Awkward

Bargain Bruise

Category

Cemetery committee

Communicate

Community Competition

Conscience Conscious

Controversy

Convenience Correspond

Criticise (critic+ise) Curiosity

Definite

Desperate Determined

Develop Dictionary

Disastrous

Embarrass environment

Equip (-ped, -ment)

Especially Exaggerate

Excellent Existence

Explanation

Familiar Foreign

Foreign Forty

Frequently

Government Guarantee

Harass Hindrance

Identify

Immediate(ly) Individual

interfere



KS2 - G, P & S p.19

Interrupt

Language

Leisure Lightning

Marvellous Mischievous

Muscle

Necessary Neighbour

Nuisance Occupy

Occur Opportunity

Parliament

Persuade Physical

Prejudice Privilege

Profession

Programme

Pronunciation

Queue Recognise

Recommend Relevant

Restaurant

Rhyme Rhythm

Sacrifice Secretary

Shoulder Sincere(ly)

Soldier

Stomach Sufficient

Suggest

Symbol

System

Temperature Through

Twelfth Variety

Vegetable

Vehicle Yacht

Suggested Resources:

Word Bank Support for Spelling (Ref in blue above: S4S)

Grammar for Writing (Ref in green above: GFW)

Rising Stars Level 5/6 Resources (Ref in red above:RS) Collins Primary Focus (Ref in orange above: CPF)



KS2 - G, P & S p.20

Year 4 Planning

Term

Spelling

Grammar and punctuation Terminology

YE

AR

4 A

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Y3 prefixes: super-; anti- & auto- super– means ‘above’. anti– means ‘against’. auto– means ‘self’ or ‘own’. S4S – Y5 Prefixes meaning not/ opposite p.79 S4S – Y4 p.67 Prefixes

GFW- Adjectives, adjectival phrases p.86 CPF – Unit 10 Grammar – Grammatical use of adjectives (L.4)

Prefix Adjective

Adjectival Phrase



KS2 - G, P & S p.21

YE

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4 A

UT

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N 1

- N

EW

TE

AC

HIN

G F

RO

M N

EW

FR

AM

EW

OR

K

Adding suffixes beginning with vowel letters to words

of more than one syllable If the last syllable of a word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added. The consonant letter is not doubled if the syllable is unstressed.

Example words: forgetting, forgotten, beginning, beginner, prefer, preferred

gardening, gardener, limiting, limited, limitation)

More prefixes dis–, mis–, in– Most prefixes are added to the beginning of root words without any changes in spelling, but see in– below. Like un–, the prefixes dis– and mis– have negative meanings. The prefix in– can mean both ‘not’ and ‘in’/’into’. In the words given here it means ‘not’. Before a root word starting with l, in– becomes il Before a root word starting with m or p, in– becomes im–. Before a root word starting with r, in– becomes ir–. re– means ‘again’ or ‘back’. sub– means ‘under’. inter– means ‘between’ or ‘among’.

disagree, disobey

misbehave, mislead, misspell (mis + spell) inactive, incorrect

illegal, illegible immature, immortal, impossible, impatient, imperfect

irregular, irrelevant, irresponsible re–: redo, refresh, return, reappear, redecorate

sub–: subdivide, subheading, submarine, submerge

inter–: interact, intercity, international, interrelated (inter + related)

Appropriate choice of pronoun or noun within a sentence

to avoid ambiguity and repetition

Appropriate choice of pronoun or noun across sentences to aid cohesion and avoid repetition

Pronoun

Noun

Prefix Suffix

syllable




KS2 - G, P & S p.22

YE

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Y3 suffixes: -sure & -ure

The ending sounding like /ʒə/ is always spelt –sure.

The ending sounding like /tʃə/ is often spelt –ture, but check that the word is not a root word ending in (t)ch with

an er ending, e.g. teacher, catcher, richer, stretcher. Example words:

measure, treasure, pleasure, enclosure

creature, furniture, picture, nature, adventure

GFW- Paragraphs p.84

Suffix

Paragraph



KS2 - G, P & S p.23

YE

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4 A

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N 2

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TE

AC

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G F

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M N

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The suffix –ation The suffix –ation is added to verbs to form nouns. The rules already learnt still apply.

Example words: information, adoration, sensation, preparation, admiration

The suffix –ous

Sometimes the root word is obvious and the usual rules apply

for adding suffixes beginning with vowel letters. Sometimes there is no obvious root word.

–our is changed to –or before –ous is added. A final ‘e’ must be kept if the /dʒ/ sound of ‘g’ is to be kept.

If there is an /i:/ sound before the –ous ending, it is usually

spelt as i, but a few words have e. Example words:

poisonous, dangerous, mountainous, famous, various tremendous, enormous, jealous

humorous, glamorous, vigorous courageous, outrageous

serious, obvious, curious

hideous, spontaneous, courteous

Use of paragraphs to organise ideas around a theme

GFW- Paragraphs p.84 CPF –Unit 12 Grammar - Identify compound & complex sentences

(L.4) CPF –Unit 13 Grammar – Writing complex sentences (L.4)

Paragraphs

Suffix

Compound and Complex Sentence




KS2 - G, P & S p.24

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Synonyms & antonyms GFW- Changing sentence type & sentence order p.96

GFW - Connectives p.98

Synonym

Antonym

YE

AR

4 S

PR

ING

1-

NE

W T

EA

CH

IN

G F

RO

M N

EW

FR

AM

EW

OR

K Endings which sound like /ʃən/, spelt –tion, –sion, –

ssion, –cian Strictly speaking, the endings are –ion and –ian. Clues about whether to put t, s, ss or c before these endings often come from the last letter or letters of the root word. –tion is the most common spelling. It is used if the root word ends in t (invent) or te (hesitate). –ssion is used if the root word ends in ss or –mit. –sion is used if the root word ends in d or se. Exceptions: attend – attention, intend – intention –cian is used if the root word ends in c or cs.

Example words: invention, injection, action, hesitation, completion

expression, discussion, confession, permission, admission

expansion, extension, comprehension, tension musician, electrician, magician, politician, mathematician

Use of inverted commas and some other speech punctuate

for direct speech CPF – Unit 34 Punctuation – Using inverted commas (L.4)

CPF – Unit 65 Speech vocabulary (L.4)

Suffix

Root Word Inverted commas

Direct speech

Dialogue




KS2 - G, P & S p.25

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GFW- Verb tenses p.76

GFW- Powerful verbs p.78

Verb

YE

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FR

OM

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Words with the /k/ sound spelt ch (Greek in origin) Example words: scheme, chorus, chemist, echo, character

Words with the /ʃ/ sound spelt ch (mostly French in origin)

Example words: Chef chalet machine

Brochure Words ending with the /g/ sound spelt –gue and the

/k/ sound spelt –que (French in origin) Example words: League, tongue, antique, unique

Words with the /s/ sound spelt sc (Latin in origin) Example words: Science, scene, discipline, fascinate,

crescent

CPF – Unit 53 Spelling – Word origins (L.4)

Standard English forms for verb inflections instead of local spoken forms (e.g. we were instead of we was, or I did instead of I done) CPF- Unit 2 Grammar – Standard & non-standard English (l.3)

CPF - Unit 8 Grammar - Formal & informal (L.4)

Word origin Verb inflections

Standard English




KS2 - G, P & S p.26

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Y3 suffix –ly to make adverbs The suffix –ly is added to an adjective to form an adverb. The rules already learnt still apply. The –ly suffix starts with a consonant letter, so it is added straight on to most root words unless they end with y. If the root word ends with y, the y is changed to i. Exceptions: 1. If the root word ends with –le, the –le is changed to –ly. 2. If the root word ends with –ic, –ally is added rather than just –ly, except in the word publicly. 3. The words truly, duly, wholly. Example words: sadly, completely, usually (usual + ly), finally (final + ly), comically (comical + ly) happily, angrily gently, simply, humbly, nobly basically, frantically, dramatically

S4S – Y4 p.62 suffixes ly, ed, er, est, ful

S4S – Y4 p.65 Apostrophe for contractions

GFW- Adverbs p.80

CPF – Unit 11 Grammar – Identifying adverbs (L.4)

GFW- Commas within sentence p.82

Suffix

Word Root

Apostrophe for Contraction

Adverb Comma

YE

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4 S

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R 1

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EW

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AC

HIN

G F

RO

M N

EW

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AM

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Possessive apostrophe with plural words The apostrophe is placed after the plural form of the word; –s is not added if the plural already ends in –s, but is added if the plural does not end in –s (i.e. is an irregular plural – e.g. children’s).

Example words: girls’, boys’, babies’, children’s, men’s, mice’s

(Note: singular proper nouns ending in an s use the ’s suffix e.g. Cyprus’s population.)

GFW- Possessive apostrophes p. 88

Use of commas after fronted adverbials

Fronted adverbials (e.g. Later that day, I heard the bad news.) GFW- Explore word order p.90

GFW- Ways to join separate clauses: Commas, connectives, full stops p.90

Fronted adverbials Plurals

Possessive Apostrophes




KS2 - G, P & S p.27

YE

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Y3 spelling: i spelt as y, ou, ei, eigh, ey

Example words: myth, gym, Egypt, pyramid, mystery

S4S – Y4 p.59 Common letter strings (ay, ai, ea, ae, ight,

ough, ear)

CPF – Unit 36 Punctuation – apostrophes for contractions (more

difficult) (L.4)

Letter String

Apostrophe for

contraction

YE

AR

4 S

UM

ME

R 2

- N

EW

TE

AC

HIN

G F

RO

M N

EW

FR

AM

EW

OR

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Homophones or near-homophones

accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare, grate/great, groan/grown, here/hear,

heel/heal/he’ll, knot/not, mail/male, main/mane, meat/meet,

medal/meddle, missed/mist, peace/piece, plain/plane, rain/rein/reign, scene/seen, weather/whether, whose/who’s

S4S – Y4 Homophones p.53

CPF – Unit 47 Spelling – Simple Homophones (L.3)

CPF – Unit 54 Spelling – Homophones & Homonyms (L.4)

The grammatical difference between plural and

possessive -s

Apostrophes to mark singular and plural possession (e.g.

the girl’s name, the boys’ boots)

GFW- Possessive apostrophes p. 88 CPF – Unit 35 Punctuation – apostrophe for possession (L.4)

Homophone

Homonym Plurals

Possessive

Apostrophes



Accident(ally)

Actual(ly)

Address Answer

Appear Arrive

Believe

Bicycle Breath

Circle

Complete

Consider Continue

Decide Describe

Different

Difficult Disappear

Famous

Favourite

February Forward(s)

Fruit Grammar

Group

Guard Guide



KS2 - G, P & S p.28

Breathe

Build

Business Calendar

Caught Centre

Century

certain

Early

Earth

Eight /eighth Enough

Exercise Experiment

extreme

Heard

Heart

Height History

Imagine Increase

Important

interest

Island

Knowledge Learn

Length

Library Material

Medicine Mention

Minute

Natural Naughty

Notice Occasion(ally)

Often Opposite

Ordinary

particular

Peculiar

Perhaps Popular

Position

Possess(ion) Possible

Potatoes Pressure

Probably

Promise Purpose

Quarter Question

Recent Regular

Reign

remember

Sentence

Separate Special

Straight

Strange Strength

Suppose Surprise

Therefore

Though/although Thought

Through Various

Weight Woman

Women


Support for Spelling (Ref in blue above: S4S) Grammar for Writing (Ref in green above: GFW)

Collins Primary Focus (Ref in orange above: CPF)



KS2 - G, P & S p.29

Year 3 Planning

Term Spelling Grammar and punctuation Terminology

YE

AR

3

AU

TU

MN

1-

CO

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OLID

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& R

EV

ISE

S4S p.13 –Y2 ai,ee,igh, oa, oo

S4S p.16 – Y2 - ed, - ing suffix S4S p.33 Y3 -le; -cle; -dle; -ble; -ple; -ible; - able; -ckle

suffixes

CPF – Unit 30 Punctuation – revise basic punctuation (L.3)

CPF – Unit 31 Punctuation – revise ? marks (L.3) CPF – Unit 32 Punctuation – revise ! marks (L.3)

S4S p. 40 Y3 Singular & Plural

S4S p.56 Y4 Plurals

Question Mark

Exclamation Mark Singular

Plural

YE

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The /ɪ/ sound spelt y elsewhere than at the end of words

These words should be learnt as needed. Example words:

myth, gym, Egypt, pyramid, mystery

Use of the determiners (articles) a or an according to whether the next word begins with a consonant or a vowel (e.g. a rock,

an open box)

GFW – Y3 1st, 2nd & 3rd person p.60

Determiners/article Consonant

Vowel First/Second/Third Person




KS2 - G, P & S p.30

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S4S p.20 Y2 Compound words

S4S p.29 Y2 Counting syllables

GFW – Revise question & exclamation marks p.38

GFW – Devices for presenting text – p.42

Compound word

Syllable

Question mark Exclamation mark

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The /ʌ/ sound spelt ou

young, touch, double, trouble, country These words should be learnt as needed.

Example words: young, touch, double, trouble, country

Introduction to inverted commas to punctuate direct

speech GFW – Speech punctuation p.40

GFW – Y3 Speech marks p.64

Direct speech

Inverted commas Speech marks




KS2 - G, P & S p.31

YE

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S4S p.26 Y2 Prefixes: un- & dis-

CPF – Unit 44 Spelling – Identifying prefixes (L.3)

S4S p.46 Y3 Pronouns

GFW – Y3 p.62 Pronouns

CPF – Unit 4 Grammar – Pronouns (L.3)

Prefix

Pronoun

YE

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ING

1 -

NE

W T

EA

CH

ING

FR

OM

NE

W F

RA

ME

WO

RK

More prefixes Super means ‘above’. Example words: supermarket,

superman, superstar Anti means ‘against’. Example words: antiseptic,

anti-clockwise, antidote

Auto means ‘self’ or ‘own’. Example words: automatic, autograph

Formation of nouns using a range of prefixes, such as super–, anti–, auto–

Noun Prefix




KS2 - G, P & S p.32

YE

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S4S p.43 Y3 suffixes: -ful; -less & -er

GFW – Y3 p.46 Commas in lists

CPF – Unit 7 Grammar - Identifying connectives (L.3)

Suffix

YE

AR

3 S

PR

ING

2 -

NE

W T

EA

CH

ING

FR

OM

NE

W

FR

AM

EW

OR

K

Words with the /eɪ/ sound spelt ei, eigh, or ey

Example words: vein, weigh, eight, neighbour, they,

obey

The suffix –ly The suffix –ly is added to an adjective to form an adverb.

The rules already learnt still apply. The –ly suffix starts

with a consonant letter, so it is added straight on to most root words unless they end with y.

Example words: sadly, completely, usually (usual + ly), finally (final + ly), comically (comical + ly)

If the root word ends with y, the y is changed to i. Example words: happily, angrily

Exceptions:

1. If the root word ends with –le, the –le is changed to –ly. Example words: gently, simply, humbly, nobly

2. If the root word ends with –ic, –ally is added rather than just –ly, except in the word publicly. Example

words: basically, frantically, dramatically

3. The words truly, duly, wholly.

CPF – Unit 45 Spelling – Suffixes (L.3)

Expressing time and cause using conjunctions (e.g. when,

so, before, after, while, because), adverbs (e.g. then, next, soon,

therefore, or prepositions (e.g. before, after, during, in, because of) GFW – Y3 p.68 Time conjunctions GFW – Y3 p.70 Commas within sentences

CPF – Unit 9 Grammar – Identifying prepositions and pronouns

(L.4)

Suffix

Root Word

Pronoun Conjunction

Adverb Preposition

Clause

Subordinate clause




KS2 - G, P & S p.33

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CPF – Unit 63 & 64 Synonyms & antonyms (L.3)

Synonym

Antonym

YE

AR

3 S

UM

ME

R 1

- N

EW

TE

AC

HIN

G F

RO

M N

EW

FR

AM

EW

OR

K

Words with endings sounding like /ʒə/ or /tʃə/

The ending sounding like /ʒə/ is always spelt –sure.

Example words: measure, treasure, pleasure, enclosure

The ending sounding like /tʃə/ is often spelt –ture, but check that the word is not a root word ending in (t)ch

with an er ending, e.g. teacher, catcher, richer, stretcher. Example words: creature, furniture, picture, nature,

adventure

Endings which sound like /ʒən/

If the ending sounds like /ʒən/, it is spelt as –sion. Example words: division, invasion, confusion, decision,

collision, television

Introduction to paragraphs as a way to group related

material

GFW Y3 p.48 Paragraphing

Headings and sub-headings to aid presentation GFW Y3 p.56 Capitalisation

Paragraph

Heading

Subheading




KS2 - G, P & S p.34

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S4S p.49 root words & prefixes: de-, re-, pre- & mis-, dis- & un- Root Word

Prefix

YE

AR

3 S

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ME

R 2

- N

EW

TE

AC

HIN

G

FR

OM

NE

W

FR

AM

EW

OR

K

S4S p.36 Y3 Verb endings, regular & irregular verbs Use of the perfect form of verbs to mark relationships of

time and cause (e.g. I have written it down so we can check what he said.) GFW – Function of verbs p.34-37

Word families based on common words

Word family

Verb ending Regular/irregular verb

Perfect form of verb



Accident(ally)

Actual(ly) Address

Answer Appear

Arrive

Believe Bicycle

Breath Breathe

Build

Circle

Complete Consider

Continue Decide

Describe

Different Difficult

Disappear Early

Earth

Famous

Favourite February

Forward(s) Fruit

Grammar

Group Guard

Guide Heard

Heart



KS2 - G, P & S p.35

Business

Calendar

Caught Centre

Century certain

Eight /eighth

Enough

Exercise Experiment

extreme

Height

History

Imagine Increase

Important interest

Island

Knowledge Learn

Length Library

Material

Medicine Mention

Minute Natural

Naughty

Notice Occasion(ally)

Often Opposite

Ordinary particular

Peculiar

Perhaps Popular

Position Possess(ion)

Possible

Potatoes Pressure

Probably Promise

Purpose

Quarter Question

Recent Regular

Reign remember

Sentence

Separate Special

Straight Strange

Strength

Suppose Surprise

Therefore Though/although

Thought

Through Various

Weight Woman

Women


Support for Spelling (Ref in blue above: S4S)

Grammar for Writing (Ref in green above: GFW) Collins Primary Focus (Ref in orange above: CPF)

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