English Scheme of Work St Blaise Primary School · English Scheme of Work – St Blaise Primary...

English Scheme of Work – St Blaise Primary School

Year 3 and 4 St Blaise Primary School

Lower Key Stage 2 Year 3 and 4

English Objectives

Spoken Language:

Pupils should be taught to:

• listen and respond appropriately to adults and their peers

• ask relevant questions to extend their understanding and knowledge

• use relevant strategies to build their vocabulary

• articulate and justify answers, arguments and opinions

• give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

• maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

• use spoken language to develop understanding

• speak audibly and fluently

• participate in discussions, presentations, performances, role play, improvisations and debates

• gain, maintain and monitor the interest of the listener(s)

• consider and evaluate different viewpoints

• Select and use appropriate registers for effective communication.

Word Recognition: Reading


• apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning

of new words they meet

• read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

Reading Comprehension


• Develop positive attitudes to reading and understanding of what they read by:

• listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

• reading books that are structured in different ways and reading for a range of purposes

• using dictionaries to check the meaning of words that they have read

• increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and

conventions in a wide range of books

• preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

• discussing words and phrases that capture the reader’s interest and imagination

• recognising some different forms of poetry [for example, free verse, narrative poetry]



• understand what they read, in books they can read independently, by:

• checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context

• asking questions to improve their understanding of a text

• drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

• predicting what might happen from details stated and implied

• identifying main ideas drawn from more than one paragraph and summarising these

• identifying how language, structure, and presentation contribute to meaning

• retrieve and record information from non-fiction

• participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

Writing Transcription

Spelling (see spelling list – Year 3 and 4 words - Appendix 1)


• use further prefixes and suffixes and understand how to add them

• spell further homophones

• spell words that are often misspelt

• place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]

• use the first two or three letters of a word to check its spelling in a dictionary

• write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far

Writing Transcription

Handwriting


• use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

• increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of

writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

Writing

Vocabulary, Grammar and Punctuation


• develop their understanding of the concepts set out in Appendix 2 by:

• extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

• using the present perfect form of verbs in contrast to the past tense

• choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

• using conjunctions, adverbs and prepositions to express time and cause

• using fronted adverbials

• learning the grammar for years 3 and 4 in Appendix 2

• indicate grammatical and other features by:



• using commas after fronted adverbials

• indicating possession by using the possessive apostrophe with plural nouns

• using and punctuating direct speech

• use and understand the grammatical terminology in Appendix 2 accurately and appropriately when discussing their writing and reading

Writing Composition:


• plan their writing by:

• discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

• discussing and recording ideas

• draft and write by:

• composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures

• organising paragraphs around a theme

• in narratives, creating settings, characters and plot

• in non-narrative material, using simple organisational devices [for example, headings and sub-headings]

• evaluate and edit by:

• assessing the effectiveness of their own and others’ writing and suggesting improvements

• proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

• proof-read for spelling and punctuation errors

• read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear



APPENDIX 1 – Spelling Year 3 and 4 Adding suffixes beginning with vowel letters to words of more than

one syllable forgetting, forgotten, beginning, beginner, prefer,

preferred, gardening, gardener,

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

gym, Egypt, pyramid, mystery

The /ʌ/ sound spelt ou young, touch, double, trouble, country

More prefixes

dis–: disappoint, disagree, disobey

mis–:misbehave, mislead, misspell (mis + spell)

in–: inactive, incorrect

il-: illegal, illegible,

im-: immature, immortal, impossible, impatient, imperfect

ir-:irregular, irrelevant, irresponsible

re–: redo, refresh, return, reappear, redecorate

sub–: subdivide, subheading, submarine, submerge

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

super–: supermarket, superman, superstar

anti–: antiseptic, anti-clockwise, antisocial

auto–: autobiography, autograph The suffix –ation information, adoration,

sensation, preparation, admiration

The suffix –ly sadly, completely, usually (usual + ly), finally (final + ly),

comically (comical + ly), happily, angrily, gently, simply, humbly, nobly

basically, frantically, dramatically

Words with endings sounding like /ʒə/ or /tʃə/ measure, treasure,

pleasure, enclosure, creature, furniture, picture, nature, adventure

Endings which sound like /ʒən/ division, invasion, confusion, decision,

collision, television

The suffix –ous poisonous, dangerous, mountainous, famous, various,

tremendous, enormous, jealous humorous, glamorous, vigorous, courageous,

outrageous, serious, obvious, curious, hideous, spontaneous, courteous

Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian

invention, injection, action, hesitation, completion expression, discussion,

confession, permission, admission, expansion, extension, comprehension,

tension, musician, electrician, magician, politician, mathematician

Words with the /k/ sound spelt ch (Greek in origin) scheme, chorus,

chemist, echo, character

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

chalet, machine, brochure

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

que (French in origin) league, tongue, antique, unique

Words with the /s/ sound spelt sc (Latin in origin) science, scene,

discipline, fascinate, crescent

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

neighbour, they, obey

Possessive apostrophe with plural 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

opulation)

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

Word List – Year 3/4

accident(ally)

actual(ly)

address

answer

appear

arrive

believe

bicycle

breath

breathe

build

busy/business

calendar

caught

centre

century

certain

circle

complete

consider

continue

decide

describe

different

difficult

disappear

early

earth

eight/eighth

enough

exercise

experience

experiment

extreme

famous

favourite

February

forward(s)

fruit

grammar

group

guard

guide

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



Appendix 2 – Grammar Year 3

• Formation of nouns using a range of prefixes [for example super–, anti–, auto–]

• Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]

• Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]

• Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon,

therefore], or prepositions [for example, before, after, during, in, because of]

• Introduction to paragraphs as a way to group related material

• Headings and sub-headings to aid presentation

• Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play]

• Introduction to inverted commas to punctuate direct speech

Appendix 2 – Grammar Year 4

• The grammatical difference between plural and possessive –s

• Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done]

• Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with

curly hair)

• Fronted adverbials [for example, Later that day, I heard the bad news.]

• Use of paragraphs to organise ideas around a theme

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

• Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted

commas: The conductor shouted, “Sit down!”]

• Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]

• Use of commas after fronted adverbials



Terminology for pupils – Year 3

preposition

conjunction

word family

prefix

clause

subordinate clause

direct speech

consonant

consonant letter vowel

vowel letter

inverted commas (or ‘speech marks’)

Terminology for pupils – Year 4

determiner

pronoun

possessive pronoun

adverbial



WORD

Year 3

SENTENCE

Year 3

TEXT

Year 3

PUNCTUATION

Year 3

• Formation of nouns using a range of

prefixes [for example super–, anti–,

auto–]

• Use of the forms a or an according to

whether the next word begins with a

consonant or a vowel [for example, a

rock, an open box]

• Word families based on common

words, showing how words are

related in form and meaning [for

example, solve, solution, solver,

dissolve, insoluble

Expressing time, place and cause

using

•conjunctions [for example, when,

before, after, while, so, because],

adverbs [for example, then, next,

soon, therefore],

*prepositions [for example, before,

after, during, in, because of]

• Introduction to paragraphs as a

way to group related material

• Headings and sub-headings to aid

presentation

• Use of the present perfect form

of verbs instead of the simple

past [for example, He has gone

out to play contrasted with He

went out to play]

Introduction to inverted commas to punctuate

direct speech

WORD

Year 4

SENTENCE

Year 4

TEXT

Year 4

PUNCTUATION

Year 4

• The grammatical difference between

plural and possessive –s

• Standard English forms for verb

inflections instead of local spoken

forms [for example, we were instead

of we was, or I did instead of I done]

• Noun phrases expanded by

the addition of modifying

adjectives, nouns and

preposition phrases (e.g.

the teacher expanded to:

the strict maths teacher

with curly hair)

• Fronted adverbials [for

example, Later that day, I

heard the bad news.]

• Use of paragraphs to organise

ideas around a theme

• Appropriate choice of pronoun or

noun within and across sentences

to aid cohesion and avoid

repetition

• Use of inverted commas and other

punctuation to indicate direct speech

[for example, a comma after the

reporting clause; end punctuation within

inverted commas: The conductor

shouted, “Sit down!”]

• Apostrophes to mark plural possession

[for example, the girl’s name, the girls’

names]

• Use of commas after fronted

adverbials



Year Grammar Objectives Example Terminology

3

Recognise simple sentences and begin

to recognise compound and complex

sentences

Encourage children to extend their sentences using joining words (conjunctions).

They can join simple sentences (clauses)

The boat arrived late and the man walked down the gangway.

They can add a subordinate clause to a sentence

When the rain stopped, the girls went back to the playground.

Sentence

Conjunction

3 Use and recognise nouns, adjectives

and adjectival phrases

Explain what a noun is, and how an adjective or adjectival phrase can modify the

noun: Mrs Coles’ house was noisy, loud and messy. Peter and Poppy, who were my

age, looked after me very nicely.

Noun

Adjective

3 Use powerful verbs

Introduce the idea of a verb

Explain the concept of a verb and encourage children to use powerful verbs in their

writing

Not: I went out of the room but I stormed out of the room ... or

I plodded out of the room I crept out of the room...

Verb

3 Introduce the idea of tense in verbs

Explain the concept of a verb and help children to recognise these. They also relate

the tense of verbs used to the type of writing. E.g. narrative is usually past tense,

description can be present tense.

She ran along the road and saw the robber vanishing down a trapdoor.

My friend has red hair, blue eyes and is always telling jokes.

Verb

Past tense

Present tense

3 Use dialogue in narrative or in drama

Start by relating speech bubbles to speech marks. Make sure what is inside the

speech bubble (marks) is what we or the characters SAY.

“I’m hungry!” yelled the big, bad wolf. “Give me some FOOD!”

Inverted commas or

speech marks

Direct speech

3

Extend the range of sentences with

more than one clause.

Co-ordination: using ‘and’, ‘or’ and ‘but’

(compound)

Subordination: using a wider range of

conjunctions to add subordinate

clauses (complex).

Extend children’s use of longer sentences in their writing, so they frequently use

sentences with at least one subordinate clause.

Use joining words (conjunctions) such as: and, or, but, if, when, where, because, so,

although, etc.

Conjunction

Clause



Year Grammar Objectives Examples Terminology

4 Use adverbs to modify verbs

Children need to understand that we can not only say that something is done or

happened, but also HOW.

She went off happily to see her granny.

He kicked the ball furiously into the wall.

Adverb

4 Use conjunctions to express time or

cause

Extend children’s use of complex sentences by encouraging them to think about how,

when, where or why something was done or happened.

Dad tripped on the stairs because the cat was lying there.

When the film was over, we all went and had a meal.

He was certainly still angry so the dogs thought it best to keep out of his sight for a

while.

Conjunction

Clause

Sentence

Subordinate clause

4 Use prepositions to express time and

place

Help children make their writing more interesting by using prepositional phrases.

With a heavy heart, the princess put the frog back in the pond.

He kicked the ball right over the wall.

Preposition

Phrase

4 Person – understanding that writing

can be third or first person

Children need to become aware that writing can be ‘She did this...’ or ‘I did this...’.

We can write in the 3rd or the 1st person.

The dog wandered down the street looking for cats and food.

I wandered down the street looking for my dog.

Verb

4

Use adverbs and adverbials

(prepositional phrases which act as

adverbs)

Extend children’s understanding of adverbs, showing them how to use a phrase to say

HOW something is done or HOW it happened.

He spoke crossly and in a loud voice to all the children.

The dog ran with the lead in its mouth, down the street.

Adverb

4 Use commas after or before phrases

and clauses

Introduce the idea of a ‘short pause’ which does not merit a new sentence but does

require a comma. Show chn how we can use commas before or after phrases or

clauses.

After the door slammed, the class sat in total silence.

As light as a bird, the glider disappeared into the clouds.

Comma



Year Grammar Objectives Examples Terminology

4 Choosing nouns or pronouns for clarity

and cohesion and to avoid repetition.

Encourage children to use pronouns to help them make sense and be clear:

1. Avoid repetition: While Sam watched the TV programme. Sam finished making his

Lego spaceship.

2. Avoid ambiguity: Mary wanted to help her granny and she was feeling very tired.

3. Add to the cohesion: When she went to bed, Mog was feeling rather full of milk

and cat food.

Pronoun

4

Use dialogue in narrative or in drama,

emphasising the differences between

spoken and written speech.

Extend children’s use of dialogue, consolidating the use of speech punctuation and

ensuring that what is in the speech marks is what is SAID, not what might be

written.

E.g. We can use contracted forms, and we can use slang...

“Give me a break,” sneered Tom, “You can’t expect me to believe that!”

“Ger’off, you’re hurting me,” Sam told his younger brother.

Inverted commas or

speech marks

Direct speech

4 Use the possessive apostrophe

Use for singular and plural nouns.

Joanna’s temper was rising fast.

He really wanted his brother’s football shirt.

All the dogs’ dinners had been stolen.

Apostrophe

4 Use fronted adverbials

Extend children’s use of adverbs by encouraging them to start their sentences with

an adverbial.

In total silence, the children tiptoed along the corridor.

Without blinking, Max stared into all their yellow eyes.

Adverbial

Phrase

4 Use of the present perfect form of

verbs in contrast to the past tense Present perfect



Spelling – Year 3

Term 1 – to revise the common words from Y1/2

to revise the understanding of adding suffixes

to revise the understanding of creating plurals

Topic, Science and Numeracy words should be taught alongside the rules below.

Objective Rules Grammar

Links

Possible

Resources

Sample words Outcome Curriculum

vocabulary

To revise spelling of

common words.

Word

workouts

they because friend when

what where there their

February early earn earth

often sew sure

half heart often reign

strength sentence island

junior behave certain

chocolate difficult

To be secure in

spelling of common

words.

Numeracy –

odd even

more less

number table

chart

different

method

(numbers)

To consolidate the

understanding of

adding the suffix

ing to verbs.

Most words add ing.

Words ending in e – drop the e

add ing.

Words with a short vowel

before the final letter double

the final letter.

Tense

change

GFW – Unit 1

(p.34)

Spelling

Bank (p.4)

Support for

Spelling

(p.16, 36)

help ask see say look

hope write care like

smile come take decide

hop run shut shop plan

win swim sit fit hit

building educate disturb

guide guard

multiply mention

To know and

understand the

rules for adding

ing to verbs.

Numeracy –

add subtract

choose use

jot

To consolidate the

understanding of

Most words add ed. Tense

change

Spelling

Bank

help ask look watch To know and

understand the

Numeracy –

decide




Links

Possible

Resources


vocabulary

adding the suffix ed

to verbs.


add ed.



the final letter.

GFW – Unit 1

(p.34)

(p.23)

Support for

Spelling

(p.16, 36)

hope care like decide

smile hate plan rub clap

crop

discover increase interest

injure inquire

rules for adding

ed to verbs.

multiply

divide

To spell regular

verb endings s, ed

and ing.

Most verbs add s, ed and ing.

Single syllable ending with a

consonant preceded by a short

vowel double the final

consonant.

Words ending in e drop the e.

y change to i as necessary.

Add es for hissing buzzing

sounds.

Tense change

GFW – Unit 1

(p.34)

Spelling

Bank

(p.23, 46)

Support for

Spelling

(p.16, 36)

cook play help jump work

drag stop hug drop

save note explore cause

carry cry marry spy try

touch hiss buzz, wash

rush fizz kiss.

As above

To begin to

recognise and use

regular verb

endings

accurately.

Numeracy –

multiply

divide

estimate

point repeat

To begin to identify

irregular tense

changes and to

begin to group

them.

Tense

change

GFW – Unit 2 (p.36)

Spelling

Bank

(p.24)

Support for

Spelling

(p.36)

blow – blew

know – knew

throw – threw

sing – sang

run – ran

swim – swam

To begin to

identify and use

irregular verb

endings when

writing.

To consolidate the

understanding of

adding the suffixes

er and est to words.

Most words add er or est.


add er or est.



the final letter.

Comparative and

superlative adjectives

GFW - Unit 10 (p.52)

Spelling

Bank

(p.8)

Support for

Spelling

(p.62)

quick cold long tall rich

nice late close ripe rude

big hot thin fat

To know and

understand the

rules for adding er

and est to words.

Numeracy –

long short

high low near

far few

further

closer early




Links

Possible

Resources


vocabulary

late heavy

light

To consolidate the

understanding of

adding suffixes ed,

ing, er and est to

root words ending in

consonant + y.

The y is changed to i with the

exception of ing.

Exceptions skiing, taxiing.

Tense change

GFW – Unit 1

(p.34)

Spelling

Bank (p.4,

23)

copy try cry happy reply

carry silly

To know the rule

for adding

suffixes to words

ending with y.

Numeracy –

multiply

divide

estimate

repeat collect

approximate

investigate

To consolidate the

understanding of

how words change

when y is added.

Most words add y.

Short vowel words double the

final consonant.

Words ending in digraph e drop

the e add y.

Words become

adjectives


Spelling

Bank

(p.9)

crisp smell cheek full

fun fur run sun rat nut

grease haze bone stone

laze.

To know and

understand the

rule for adding y

to change a word.

To consolidate the

understanding of

how words change

when s or es is

added to create a

plural.

Most words add s.

Add es if the word ends in a

hissing buzzing shushing sound.

Words ending in y add s if the

final letter is preceded by a

vowel, if not change the y to i.

Words change from

singular to

plural

GFW – Unit 11 (p. 54)

Spelling

Bank (p.10)

Support for

Spelling (p.

23, 40)

pen book shoe monkey

bush box glass witch

brush watch fox kiss

baby family berry puppy

To know when to

add s and es to

the end of words

to create plurals.

Numeracy –

difference

part method

strategy

pattern rule

To consolidate the

recognition and

spelling of common

suffixes and

understand how

they change word

meanings – ly, ful,

less.

Most words add the suffix.

Words ending in y change to i.

ful – full of

less - without

ly – adverbs

ful/less – noun or

adjective

GFW - Unit 10 (p.52);

Unit 23 (p.80)

Spelling

Bank

(p.13)

Support for

Spelling

(p.23, 43)

quietly loudly friendly

likely

hopeful wishful forgetful

painful

careless endless

thoughtless

speechless

To recognise and

spell words which

use the suffixes

ful and less.




Links

Possible

Resources


vocabulary

To further

investigate the

spelling and use of

suffix ly.

Most words add the suffix.

Words ending in y change to i.

ly – in this manner (adverb)

Words become

adverbs


Spelling

Bank

(p.13, 14)

Support for

Spelling

(p.43, 62)

slowly quickly coldly likely

silently happily, sadly

mysteriously noisily

shockingly.

immediate(ly) regular(ly)

To recognise and

spell words which

use the suffix – ly.

Numeracy –

horizontal

vertical

diagonal

approximately

roughly



Term 2 – to identify, understand and use prefixes

to consolidate the use of the apostrophe


Links

Possible

Resources

Sample words Outcome

To consolidate the

recognition and spelling

of common suffixes and

understand how they

change word meanings –

ment and ness

Add the suffix unless a

word ends in y in which

case change to i if

necessary – this does not

always follow the rule.

These suffixes state a

sense of being.

Words

change

from verb

to noun

GFW – Unit

7 (p.46)

Spelling

Bank

(p.26)

enjoyment

movement

management

environment

fairness happiness

silliness nastiness

kindness

To recognise and

spell words which

use the suffixes

ment and ness.

Numeracy -

measurement

To consolidate the use of

the apostrophe to spell

contractions.

In contractions, the

apostrophe shows where

a letter or letters are

missed out.

Watch out for

homophone use of its and

theirs.

Spelling

Bank (p.15)

Support

for

Spelling

(p.65)

don’t can’t isn’t

doesn’t won’t I’d

I’ve I’ll I’m she’s

he’s it’s there’s

you’re we’re we’ll

they’ve you’ve

they’re

To use an

apostrophe

accurately when

spelling and writing

contractions.

To consolidate the use of

the apostrophe to

identify

ownership/possession.

An apostrophe is used

before an s is added to

demonstrate possession.

When a word is a plural it

is added after the s.

Exceptions – children –

children’s.

GFW – Unit

27 (p.88)

The boy’s coat.

The boys’ coats.

To use an

apostrophe

accurately when

spelling.

To recognise and know

the u sound spelt ou.

You may want to

teach/revise the same

spelling with other

sounds at the same time.

Spelling

Bank (p.33,

48)

young cousin double

trouble couple

country thought

through though

To spell words

which use the ou as

a u sound; to know

alternatives.

Numeracy -

count double

rough roughly




Links

Possible

Resources


To investigate and learn

the spellings of words

with endings that sound

like zhuh

The ending sounding like

zhuh is always spelt –

sure.

Most likely

to be nouns

GFW – Unit

7 (p.46)

measure treasure

pleasure enclosure

To spell and use

words with the

zhuh ending

correctly.

Numeracy -

measure

To investigate and learn

the spellings of words

with endings that sound

like chuh.

The ending sounding like

chuh is often spelt -

ture.

However a root word

ending (t)ch with an er

does not follow the rule

(teacher).

Most likely

to be nouns

picture adventure

creature departure

mixture.

To spell and use

words with the

chuh ending

correctly.

To recognise and spell

common prefixes and

understand how these

influence word meanings –

un and dis.

Add the prefix to the

start of the root word to

change its meaning.

In the case of un and dis

creating the antonym.

un – means not;

dis – means not, the

opposite of.

Words take

on the

opposite

meaning

Spelling

Bank (p.6,

7)

Support

for

Spelling

(p.26, 49)

unhappy unable

unwell untidy

unlucky untie

disown disobey

dislike disagree

dishonest disappoint

To recognise and

use the prefixes in

writing.


common prefixes and



de and mis and non.



change its meaning.

de – means making the

opposite of;

mis means false or

wrong; non means not –

opposite of.

Words take

on the

opposite or

contrary

meaning

Spelling

Bank

(p.6, 17)

Support

for

Spelling

(p.49)

de-ice decompose

debug depart

decode deform

deflate

misbehave mistake

misplace miscount

misfortune

nonsense non-stick,

non-fiction

To recognise and

use the prefixes in

writing.

Numeracy –

miscount

decompose




Links

Possible

Resources


Hyphens are sometimes

used.


common prefixes and



re and pre.



change its meaning.

re – means again.

pre – means before.

Spelling

Bank

(p.6)

Support

for

Spelling

(p.49)

recycle reappear

recall refill return

replace revisit redo

prefix prepare

precaution predict

recover recite

register regular

remember reign

To recognise and

use the prefixes in

writing.


the common prefix in in

all its forms – il, ir and im.

Focus on in and im.

In this instant it means

not.

Before l in becomes il

Before m or p in becomes

im

Before r in becomes ir

Words

change to

opposite

meaning

Spelling

Bank

(p.57)

Support

for

Spelling

(p.80)

inactive incorrect

incredible invisible

immature impolite

impossible

independent

increase inquire

injure interest

improve immediate

To recognise and

use the prefixes in

and im in writing.

Numeracy –

increase

investigate

To review the prefixes

taught through the term.

Choose a selection of

prefixes and create

activities which will

enable children to

investigate and

therefore revise and

enhance their learning.

prove produce

promise property

professor

To demonstrate an

understanding of

the spelling of

prefixes.



Term 3 – to identify and use further prefixes and suffixes

to revise the spelling of words which begin with silent letters

to begin to explore homophones


Links

Possible

Resources


To recognise and

spell common

prefixes and

understand how

these influence

word meanings –

anti and ex.



change its meaning.

anti means against.

ex means outside or

outside of.

Spelling

Bank

(p.17)

Support for

Spelling

(p.69)

exit explode, extend

export exclaim

antiseptic anti-

clockwise antidote

antibiotic

To recognise and

use the prefixes in

writing.

Numeracy –

clockwise anti-

clockwise

To recognise and

spell common

prefixes and

understand how

these influence

word meanings – co

and auto.



change its meaning.

co means joint/together.

auto means self or own.

Spelling

Bank

(p.17)

Support for

Spelling

(p.69)

co-star cooperate

coincidence

automatic autograph

autobiography

To recognise and

spell words which

use the prefixes

auto and co.

To recognise and

spell common

prefixes and

understand how

these influence

word meanings –

sub, super and

inter.



change its meaning.

sub means below

super means above

inter means between or

among.

sub-zero

subheading

superman superstar

interact international

intercity

To recognise and

spell words which

use the prefixes

sub, super and

inter.




Links

Possible

Resources


To investigate, spell

and read words

with silent letters.

Silent b occurs after m,

before t.

Silent k and silent g are

found before n.

Silent l follows vowels a, o

and ou.

Silent w often precedes r.

Spelling

Bank

(p.11)

knee knock knot

knife know knew

gnat gnaw gnash

gnome write wrong

wrist wrap sword

answer rhyme

honest when whale

climb lamb comb

debt doubt half

could calm would

To spell and read

words with silent

letters accurately.

To add suffixes

beginning with

vowels to words of

more than one

syllable – er en ing

ed ation

If the last syllable of a

word is stressed and ends

with one consonant which

has one vowel letter before

it, the final consonant it

doubled before any ending

beginning with a vowel is

added.

The consonant is not

doubled if the syllable is

unstressed.

Depending on

the suffix:

tense change

or verb to

noun

Spelling

Bank (p.4, 8,

23, 46, 53,

36)

forgetting forgotten

beginning beginner

prefer preferred

gardening gardener

limiting limited

limitation

To begin to

understand this

concept.

Numeracy –

multiplication

investigation

To identify,

investigate and

spell words which

use the suffix

ation.

The suffix ation is added

to verbs to form nouns.

Word change

from verb to

noun

Spelling

Bank (p.36)

creation education

dictation preparation

admiration adoration

station nation

education relation

To begin to

identify and spell

words ending in

ation and to know

they are abstract

nouns.

Numeracy -

multiplication




Links

Possible

Resources


To investigate and

spell words which

use the suffix ous.

Apply the rules for adding

a suffix to a word ending

with a vowel – there are

exceptions.

our is changed to or before

ous is added.

If there is an i sound

before the ous ending then

it is usually spelt with the i

but there are exceptions.

Words

become

adjectives

Spelling

Bank (p.29)

famous poisonous

dangerous various

tremendous enormous

previous obvious

serious courageous

To begin to read

and spell words

ending with the

suffix ous.

To revise the

spelling, meaning

and use of

homophones.

A homophone sounds the

same but can be spelt

differently and meanings

are different.

Spelling

Bank (p.22,

49)

there they’re their

two too to

night knight

bear bare

quite quiet

To be secure with

the meaning and

spelling of basic

homophones.

Numeracy -

weight

To investigate the

meaning, spelling

and use of

different

homophones.

A homophone sounds the

same but can be spelt

differently and meanings

are different.

Spelling

Bank (p.22,

49)

Support for

Spelling

(p.53)

break brake

he’ll heel heal

grate great

here hear

fare fair

peace piece

meat meet

To be secure with

the meaning and

spelling of basic

homophones.

To investigate the

meaning, spelling

and use of

different

homophones.

Spelling

Bank (p.22,

49)

accept except

affect effect

knot not

berry bury

plane plain

main mane

To be secure with

the meaning and

spelling of basic

homophones.




Links

Possible

Resources


Support for

Spelling

(p.53)

scene seen

To review the

spellings taught

throughout the

year revisiting

particular rules and

patterns where

appropriate.



Spelling Year 4

Term 1 – to revise prefixes and suffixes from Y3



Links

Possible

Resources


vocabulary

To revise spelling of

common words.

bicycle breath breathe

calendar grammar

paragraph dictionary

library knowledge material

nephew weary

To be secure in

spelling of common

words.

Numeracy –

thousands

hundreds

millions

survey factor

quotient

positive

negative

To spell regular verb

endings s, ed and ing.

Most verbs add s, ed and ing.

Single syllable ending with a

consonant preceded by a short

vowel double the final

consonant. Words ending in e

drop the e. y change to i as

necessary. Add es for hissing

buzzing sounds.

Tense change

GFW –

Unit 1

(p.34)

Spelling Bank

(p.4, 23, 46)

Support for

Spelling (p.16,

36)

do spend go enjoy walk

drive decide make stare

smile shut win slim tip

rely try fly fry reply

wash wish rush fix mix

crush advertise approve

concentrate continue

murmur possess punctuate

To recognise and

use regular verb

endings accurately.

Numeracy –

increase

decrease

multiply

divide predict

estimate

approximate

calculate

To consolidate the

understanding of

adding the suffix ing

and ed to verbs.

Most words add ing.


add ing.



the final letter.

Tense change

GFW –

Unit 1

(p.34)

Spelling Bank

(p.4, 23, 46)

Support for

Spelling (p.16,

36)

drop dig hum mop drag

stop bat

group burn disgust count

benefit surround surprise

separate quarrel decorate

describe situate

To know and

understand the

rules for adding ing

and ed to verbs.




Links

Possible

Resources


vocabulary

To identify irregular

tense changes and to

begin to group them.

Tense

change

GFW – Unit 2

(p.36).

Spelling Bank

(p.24)

Support for

Spelling (p.36)

ring - rang

drink – drank

begin – began

think – thought

fight – fought

speak – spoke

eat – ate

go – went

is - was

To identify and use

irregular verb

endings when

writing.


the common prefix in

in all its forms – il, ir

and im.

Focus on il and ir.

In in this instance it means

not.

Before l in becomes il.

Before m or p in becomes im.

Before r in becomes ir.

Gives the opposite

meaning

Spelling Bank

(p.57)

Support for

Spelling (p.80)

indecent inverted

incapable inaccurate illegal

illegible impractical

improper improbable

irregular irrelevant

irresponsible

To recognise and

use the prefixes in

writing.

Numeracy -

irregular


common prefixes and


influence word

meanings – anti and ex.

Add the prefix to the start of

the root word to change its

meaning.

anti means against.

ex means outside or outside

of.

Spelling Bank

(p.17)

Support for

Spelling (p.69)

exile external expel

exchange exterior

antifreeze antibody

antidote anticlimax

excite experience

experiment explore

extreme

To recognise and

use the prefixes in

writing.


common prefixes and


influence word

meanings – co and auto.



meaning.

co means joint/together.

auto means self or own.

Spelling Bank

(p.17)

Support for

Spelling (p.69)

co-education co-writer

coincidence coordinate

autocracy autocrat

autopilot

To recognise and

spell words which

use the prefixes

auto and co.




Links

Possible

Resources


vocabulary


common prefixes and


influence word

meanings – sub, super

and inter.



meaning.

sub means below

super means above

inter means between or among.

submarine submerge

supermarket superman

superstar

interactive interface

interlink interlude

To recognise and

spell words which

use the prefixes

sub, super and

inter.

To consolidate the

spelling of words which

use the suffix ous.

Apply the rules for adding a

suffix to a word ending with a

vowel – there are exceptions.

our is changed to or before

ous is added.

If there is an i sound before

the ous ending then it is

usually spelt with the i but

there are exceptions.

Words become

adjectives

GFW – Unit 26

(p.86)

Spelling Bank

(p.29)

famous poisonous

dangerous various

enormous previous

humorous glamorous

vaporous ridiculous

disastrous righteous

adventurous murderous

vigorous courageous

wondrous thunderous

treacherous

To read and spell

words ending with

the suffix ous.

To review the spellings

consolidated and

taught in term one.

To validate the

learning of spelling

rules and patterns

in Term 1.



Term 2 – to revise and further investigate the use of homophones

to revise and further investigate the use of the apostrophe

to revise and further investigate the use of plurals Topic, Science and Numeracy words should be taught alongside the rules below.


Links

Possible

Resources


vocabulary

To further investigate

the meaning, spelling and

use of different

homophones.

A homophone sounds

the same but can be

spelt differently and

meanings are different.

Function and

type of words

within

sentences

Spelling Bank

(p.22, 49)

Support for

Spelling (p.53)

hole – whole

morning – mourning

place – plaice

no – know

new - knew

eyes – ice

eye – I

To be secure

with the meaning

and spelling of

basic

homophones.

To further investigate

the meaning, spelling and

use of different

homophones.

Function and

type of words

within

sentences

Spelling Bank

(p.22, 49)

Support for

Spelling (p.53)

through – threw

for – four

heard – herd

right – write

ant – aunt

be – bee

are – our

deer – dear

bare – bear

blue – blew

To be secure

with the meaning

and spelling of

basic

homophones.

To consolidate the

understanding of how

words change when s or

Most words add s.

Add es if the word

ends in a hissing

buzzing shushing sound.

Words change

from

singular to

plural

Spelling Bank

(p.10, 41)

dog house meal

balloon sister

school word bus

To know when to

add s and es to

the end of words




Links

Possible

Resources


vocabulary

es is added to create a

plural.

Words ending in y add s

if the final letter is

preceded by a vowel, if

not change the y to i.

GFW – Unit 11

(p.54); Unit 30

(p.94)

Support for

Spelling (p.40)

church dish lunch

box fish patch

to create

plurals.

To investigate what

happens to words ending

in f when suffixes are

added.

Most endings change to

ves.

Double ff add s.

Words ending fe use

ves.

Words mostly

change from

singular to

plural.

GFW – Unit 11

(p.54); Unit 30

(p.94)

Spelling Bank

(p.28)

Support for

Spelling

(p.56)

calf elf half

staff puff sniff

cliff knife wife

life belief curve

To know when to

change to ves or

just add s.

To investigate spelling

patterns in pluralisation.

Most nouns add s.

Nouns ending in hissing

sounds etc add es.

Nouns ending in a

consonant + y change y

to i and add es.

Nouns ending a vowel +

y add s.

Singular to

plural

GFW – Unit 11

(p.54); Unit 30

(p.94)

Spelling Bank

(p. 41)

Support for

Spelling

(p.56)

leaf self thief

cliff dwarf scarf

loaf city family

berry jelly watch

glass beach

sandwich miss

pass

To become

confident in

knowing which

plurals to use.

To consolidate the use

of the apostrophe to

identify

ownership/possession.

An apostrophe is used

before an s is added to

demonstrate

possession.

When a word is a plural

it is added after the s.

Exceptions – children –

children’s.

The function

of words in a

sentence.

GFW – Unit 27

(p.88)

I ate the dog’s

dinner.

I ate the dogs’

dinner.

To use an

apostrophe

accurately when

spelling.




Links

Possible

Resources


vocabulary

To understand how to

use a possessive

apostrophe with plural

words.

The apostrophe is

placed after the plural

form of the word; s is

not added if the plural

ends in s, (exception

Jesus’s) but is added if

the plural does not end

in s (an irregular plural

– children’s)

Function of

words within

sentences.

GFW – Unit 27

(p.88)

To begin to

understand and

use the

possessive

apostrophe

accurately with

plural words.

To recognise and know

the i sound spelt y

elsewhere than at the

end of words.

myth gym Egypt

pyramid mystery

mysteriously

cymbal system

cynical dyslexia

symbol cylinder

synthesis syrup

To spell words

that use the i

sound as a y in

the middle of

words.

To identify, learn and

spell words with the ai

sound spelt ei, eigh, or

ey.

Letters and

Sound (Phase

5 p.144)

vein weigh eight

neighbour they

obey

To correctly

differentiate

and spell the ai

sounding words.

Numeracy –

weigh weight

eight eighth



Term 3 – to know and learn words which use specific spellings (ie ch but more than one sound)

to revise and further investigate the rules of plurals

to consolidate and extend understanding of ‘tion’ sounding suffixes



Links

Possible

Resources


vocabulary

To investigate endings

that sound like shun –

tion.

tion is used when the

root word ends in t

or te.

Take off the e

before adding tion.

tion words are nearly

always nouns.

Verbs

become

nouns

Spelling Bank

(p. 51)

Support for

Spelling (p.76)

invention inflation action

injection completion

exception reaction

opposite (opposition)

position

To know the rule

and correctly spell

words ending in

tion.

Numeracy –

operation

calculation

direction

translation

fraction

approximation

estimation

prediction

equation



sion.

sion is used if the

root word ends in d,

de or se.

There are some

exceptions.

Verbs

become

nouns

Spelling Bank

(p. 51) Support

for Spelling

(p.76)

decision explosion

extension supervision

comprehension division

television invasion

confusion

To know the rule

and correctly spell

words ending in

sion.

Numeracy –

division

revision



ssion.

ssion is used if the

root word ends in a

ss (express) which is

a soft sh sound or in

mit (permit).

Words

become

nouns

Spelling Bank

(p. 51) Support

for Spelling

(p.76)

session profession,

discussion permission

confession mission

passion

To know the rule

and correctly spell

words ending in

ssion.




Links

Possible

Resources


vocabulary



cian.

cian is used if the

root word ends in c

or cs – common in

occupations.

Words

become

nouns

Spelling Bank

(p. 51) Support

for

Spelling(p76)

musician electrician

magician politician

physician optician

mathematician

To know the rule

and correctly spell

words ending in

cian.

Numeracy -

mathematician

To review the rules for

spelling words whose

endings sound like shun.

All the above. All the above. To correctly

identify the

different spellings

and explain the

different rules.

To learn and spell words

which are Greek in

origin and use the k

sound spelt ch.

Origins of

words

Dictionary work school chorus chemist

Christmas character

anchor

To correctly

identify and spell

the ch words with

the k sound.

To learn and spell words

which are mostly

French in origin and use

the sh sound spelt ch.

Origins of

words

Dictionary work chef chalet machine

brochure champagne

chauffeur chateau

chameleon chaos

chaotic chaperone

To correctly

identify and spell

the ch words which

have a sh sound.


spell words which end

with the g sound but

are spelt gue.

Origins of

words

Dictionary work league morgue tongue

synagogue prologue

monologue fatigue

vague plague rogue

To correctly

identify and spell

the gue words.


spell words which end

with the k sound but

are spelt que.

Origins of

words

Dictionary work antique unique mosque

opaque barbeque

mystique technique

cheque grotesque

physique plaque

To correctly

identify and spell

the que words.


spell words which are

Roman pronunciation

of these words may

Origins of

words

Dictionary work science scene scissors

muscle disciple

To correctly spell

the sc words.




Links

Possible

Resources


vocabulary

mostly Latin in origin

which use the s sound

but are spelt sc.

have influenced their

spelling.

fascinate descend

iridescent horoscope

conscience

To review the spelling

of the word groups

taught in the half term.

To teach the remaining

‘must be taught’ words.

peculiar quality quantity

quarter sufficient

medicine accident

English Scheme of Work St Blaise Primary School · English Scheme of Work – St Blaise Primary...

Documents

Transcript of English Scheme of Work St Blaise Primary School · English Scheme of Work – St Blaise Primary...