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 grapheme to phoneme correspondents in line with the Y3/4 Words

to revise the understanding of adding suffixes

to revise the understanding of creating plurals

All words in blue are to be found on the Y3/4 Statutory Word List. Red denotes words from 2016/17 SATs

I can

statements

Rules/Grammar

Links

Sample Words Daily Activities Outcome

1. I can revise

and know the Y2

trickier common

exception words.

because kind

told every

everybody our

even great

break beautiful

after hour

father sure who

whole any

clothes busy

people water

again child

children

Mon Introduce words relevant to your class. Give children a choice of 4

versions of each word. Can they spot the correct spelling?

To practise

and know Y2

common

exception

words.

Tues Investigate the words – how many letters, phonemes, syllables,

consonants, vowels. Words within words?

Wed Speed test – how many times can you write the word in 30 seconds.

Thur Write a short passage which includes as many of the words as

possible.

Fri Test the words.

2. I can revise

and know Y2

homophones.

there/their/they

’re

here/hear

sea/see

meet/meat

bear/bare

Mon Introduce the words relevant to your class through riddles for

children to solve and ascertain meaning.

To recall and

revise the

spelling of Y2

homophones

Tues Children choose words and create their own riddles to be solved by

other class members.

Wed Simple dictation which include the homophones.

Thur Clozed procedure – add the correct homophones.



I can

statements

Rules/Grammar

Links


blue/blew

quite/quiet

one/won sun/son

to/too/two

be/bee

night/knight

where/wear

Fri Test the words. Discuss words/rule etc for following week.

3. I can

understand that

a grapheme may

represent more

than one

phoneme ough ou

though although

thought

thoughtless

through bought

brought

thorough

enough famous

group various

could would

should

Mon Put the phonemes on a flipchart – how many words can children

generate? Discuss word types.

To know how

to spell the

words from

the Y3/4 list.

Tues How many ways can children group the words? Can they explain their

choices?

Wed Put words onto cards – children work in groups of 4 – pick a card –

turn this into a sentence. Discuss function and type of words.

Thur Speed test – how many can you write in 1 minute.

Fri Test through dictation. Discuss words/rule etc for following week.

4. I can

understand that

a grapheme may

represent more

than one

phoneme ear ea

appear

disappear early

earth heard

heart learn

breath breathe

increase

teach each east

weather

health

Mon Put the phonemes on a flipchart – how many words can children

generate? Discuss word types.

To know how

to spell the

words from

the Y3/4 list.

Tues How many ways can children group the words? Can they explain their

choices?

Wed Put words onto cards – children work in groups of 4 – pick a card –

turn this into a sentence. Discuss.

Thur Speed test – how many can you write in 1 minute.

Fri Test through dictation. Discuss words/rule etc for following week.

5. I can

understand

Most words add

ing/ed.

help ask see

say look watch

Mon Put a selection of verbs (mixture of past and present) on tables –

children sort. What have you discovered? What are the rules?

To know and

understand



I can

statements

Rules/Grammar

Links


adding the

suffixes ing and

ed to verbs

changes the

tense.

Words ending in

e – drop the e

add ing/ed.

Words with a

short vowel

before final

letter double

the final letter.

Tense Change

GFW – Unit 1

(p.34)

hope write care

like smile come

take decide hop

run shut shop

plan win swim

sit fit hit

building guide

guard multiply

mention increase

interest arrive

imagine promise

Tues Word race – put a selection of words around the room (multiple

copies) – children work in pairs to take a word and add the suffixes

ed/ing. Who can collect the most words?

the rules for

adding ing ed

to verbs.

Wed Word race 2 – children take their reading books – copy verbs onto

white boards showing the tense for each.

Thur Differentiate – choose 3 words – investigate the words using a

dictionary and/or thesaurus. Speed test.

Fri The words from the previous day turn into sentences.

Test the words. Discuss words/rule etc for following week.

6. I can 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 hiss buzz

sounds.

cook play help

jump work drag

stop hug drop

save note

explore

carry cry spy

try touch hiss

buzz, wash rush

fizz kiss

possess

polishing

offering

inspiring

Mon Put a selection of verbs (mixture of past and present) on tables –

children match. What have you discovered? What are the rules?

What is the same/different from the previous week?

To recognise

and use

regular verb

endings

accurately.

Tues Using the words from the previous day – give children the rules –

match the word to the rule and explain how they know. Dice with

rules.

1 = add the suffix 2 = double the final consonant 3 = drop the e 4 = y

change to i 5 = hiss sounds add es 6 = buzz sounds add es.

Wed Children work independently – verb generation – how many different

verbs can they list – which rule do these follow when adding s, ed, ing?

Thur Speed test – give the word – carry – children write word using

different suffix endings (choose challenge - play plan try carry) –

identify rule.

Fri The half termly, team challenge! Create a quiz panel approach to

spelling (pointless, millionaire, eggheads). Carry out quiz based on

words and spelling pattern/rules. Discuss words/rule etc for following

week.



I can

statements

Rules/Grammar

Links


7. I can begin to

identify

irregular tense

changes and to

begin to group

them.

Tense

change

GFW – Unit 2

(p.36)

blow – blew

know – knew

throw – threw

sing – sang run –

ran

swim – swam

go – went see –

saw

speak - spoke

catch – caught

think - thought

Mon What does the word irregular mean? What are irregular tense

changes?

Work in 4s to play irregular tense snap. How many pairs can you

make?

To begin to

identify and

use irregular

verb endings

when writing. Tues Work in pairs to match the words. Each team choose a word pair to

write a sentence in the present and then the past and say to the class.

Wed Group the different irregularities. Explain how you grouped the

words?

Thur Choose a page in your reading book. Identify the irregular verbs.

Fri Speed test for words relevant to the class.

Dictation to form the spelling test.

Discuss words/rule etc for following week.

8. I can

understand

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)

copy try cry fry

happy reply

carry silly party

study busy

hurry

toughest

Mon Ask children to spell words in the word list. After, put spellings up to

check. Discuss what the words all have in common. Can we sort them?

Can children think of any more to add to list?

To know the

rule for

adding

suffixes to

words ending

with y.

Tues Put words from Mon on tables – How can you change these words?

Investigate. Discuss.

Wed Give children a complete list of words with changes. Why can’t we add

all the suffixes to all the words? What are the word categories? Use

a dictionary to investigate? How can we test out our theories?

Thur Continue task from Wednesday. Can we add er/est to other

adjectives?

Generate a list – explain your reasoning.

Fri Speed test – 1 minute to write each word and the suffix endings.

Test. Discuss words/rule etc for following week.

9. To investigate

word families,

Word classes

Verb

part apart

apartment

Mon Introduce the root ‘part’. Definition? Work in pairs to check in a

dictionary. What other words can we make?

To

understand a



I can

statements

Rules/Grammar

Links


understanding

the root can

have prefixes

and suffixes

added to change

the meaning.

Adjective

Noun

Adverb

depart impart

party particular

partition

particle

department

departmentalisat

ion

Tues Investigate – how many words can you make by adding affixes to the

root part?

root word can

be changed

but the

fundamental

meaning

remains.

Wed Discuss word lists – now can you use a dictionary to find a word no-one

has thought of and explain the meaning.

Thur Which words on our list are useful to us? Which ones are we likely to

use regularly in our writing? Which ones do you need to learn?

Practise.

Fri Test your partner on their useful ‘part’ words. List them in your

English books (spelt correctly). Use them next week.


10. 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)

pen book shoe

monkey circle

fruit bush box

glass address

witch brush

watch fox kiss

potato tomato

baby family

berry puppy

library century

Mon Put words face down on tables. Children work in small groups to find

matching pairs.

To know when

to add s and

es to the end

of words to

create plurals.

Tues Work in pairs to sort single words into types of change when turned

to plurals. What are the rules?

Wed Use a dice and put different rules for pluralisation. When roll the

rule or statement – child thinks of word that follows the rule.

1 – add s 2 – add s after vowel y 3 change y to i 4 – add es for

hissing

5 – add es buzzing 6 – your choice

Thur Turn a short passage from singular into plural.

Complete a short dictation.

Fri Play ‘who wants to be a spellionaire’. Children work in teams to spell

increasingly harder plurals.

Test the words. Discuss words/rule etc for following week.



I can

statements

Rules/Grammar

Links


11. 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 – in the

manner

ly – adverbs

ful/less – noun

or adjective

GFW - Unit 10

(p.52); Unit 23

(p.80)

quietly loudly

likely friendly

slowly sadly

quickly coldly

silently happily

mysteriously

noisily shockingly

ferociously likely

originally

hopeful wishful

forgetful painful

careless endless

speechless

thoughtless

Mon Put a selection of words on each table face down. Children work in

teams, pick a word – act it out for others to guess.

To recognise

and spell

words which

use the

suffixes ly,

ful and less.

Tues Suffix sort – how quickly can children sort the words into piles

according to which suffix can be added.

How does the suffix change the meaning?

Wed Add the suffix – children given a short passage with words missing

the correct suffix – rewrite the passage adding the correct suffix.

Thur Dictionary work – put a selection on the table – children use

dictionaries to investigate the words.

Fri Test relevant words.


12. To

investigate word

families,

understanding

the root can

have prefixes

and suffixes

added to change

the meaning.

End of term

assessment.

Word classes

Verb

Adjective

Noun

Adverb

Mon Use a blank dice and put a selection of rules/statements connected to

the term. Work in teams to roll the dice and think of a word to fit

the rule.

To

understand a

root word can

be changed

but the

fundamental

meaning

remains.

Tues Suffix sort – put a selection of words from the term on the table –

sort according to suffix and rules. Explain the rules.

Wed Cloze procedure – short passage using a range of words.

Ext – children write their own.

Thur Dictation in form of termly test.

Fri Who wants to be a spellionaire?




Term 2 – to identify, understand and use prefixes

to consolidate the use of the apostrophe

to investigate word endings

Objective Rules/Grammar

Links

Sample words Daily Activities Outcome

To consolidate the

use of the

apostrophe to

identify

ownership/posses

sion.

(Teach as part of

a grammar lesson).

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.

Mon On a flip chart put long form – children list the

contractions and put into a sentence.

To use an

apostrophe

accurately

when spelling. Tues Singular possession – children write a sentence about

something that belongs to them, school, friend and house.

Wed Plural possession – put examples on the board. Give

children a list of plurals to turn into sentences re

ownership.

Thur Correct the mistakes – work as a team to identify the

misuse of apostrophes.

Fri Book titles with apostrophes.

Adults in the school – particular possessions – children

write sentences.


1. To consolidate

the recognition

and spelling of

common suffixes

and understand

how they change

Add the suffix

unless a word

ends in y in which

case change to i

if necessary –

this does not

enjoyment

movement

management

environment

fairness

happiness

silliness

Mon Put the suffixes ‘ment’ and ‘ness’ on tables. How many

words can the children generate in 3 minutes? Discuss and

review words.

To recognise

and spell words

which use the

suffixes ment

and ness.

Tues Put a selection of words on the tables without the suffixes.

Children add the appropriate suffix changing the ending as

necessary. Discuss the words and changes. What are the

rules?




Links


word meanings –

ment and ness

always follow the

rule.

These suffixes

state a sense of

being.

Words change

from verb to

noun

GFW – Unit 7

(p.46)

nastiness

kindness

Wed Differentiate accordingly – put syllables of words on tables.

Children put together to make the words. Discuss what is

easy hard.

Thur Put selection of words without suffix on the table. Use a

dictionary to find the word – type/meaning. How does the

suffix change the type and meaning?

Fri Test as a dictation.


2.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.

young cousin

double trouble

couple country

thought through

though although

cough tough

rough

touch toughest

Mon Put the words onto the tables. Children sort and explain

their reasoning.

Discuss the ways the words have been sorted.

To spell words

which use the

ou as a u sound;

to know

alternatives.

Tues Use dictionaries to find the meanings and functions of the

words.

Wed Take the ou challenge – how quickly can you sort the words

according to their sound groups?

Thur Turn the words into sentences. Discuss sentences and the

use of words with a partner.


3. To investigate

and learn the

spellings of words

with endings that

sound like zhuh

The ending

sounding like

zhuh is always

spelt – sure.

measure

treasure

pleasure

enclosure

Mon Drama/instructions – children follow instructions as pirates

to find ‘words’ around the room/school. What can you tell

me about the words?

To spell and use

words with the

zhuh ending

correctly. Tues Put the rule onto the board/flipchart. What does this rule

mean?

How many words can you think of with this ending?




Links


Most likely to be

nouns GFW –

Unit 7 (p.46)

Wed Put different versions of the words on the board. Children

identify the correct spelling.

Thur Can we change the endings of these words? Which words

are useful to you? Why?

Fri Complete a closed procedure as a test. Discuss words/rule

etc for following week.

4.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 future.

Mon Drama/instructions – children follow instructions as pirates

to find ‘words’ around the room/school. What can you tell

me about the words?

To spell and use

words with the

chuh ending

correctly. Tues Put the rule onto the board/flipchart. What does this rule

mean?

How many words can you think of with this ending?

Wed Put different versions of the words on the board. Children


Thur Can we change the endings of these words? Which words

are useful to you? Why?

Fri Complete a closed procedure as a test.


5.To investigate

word families,

understanding the

root can have

prefixes and

suffixes added to

change the

meaning.

Word classes

Verb

Adjective

Noun

Adverb

port – portal

portable portion

import export

support

transport

transportation

porter

Mon Start with a dictionary race – who can find the word ‘port’

and its meaning? Discuss. List words ready for Tuesday

activity.

To understand

a root word can

be changed but

the

fundamental

meaning

remains.

Tues Explain we are going to grow words using ‘port’. Work in

pairs to solve the clues on the tables – now use suffixes and

prefixes to grow the word.

Wed Children make a list of words they are interested in

investigating from a word list. Use a dictionary – what can

you find out about your words?




Links


Thur Children choose the words they are interested in from a

list – how many

phonemes/syllables/consonants/vowels/words within

words/antonyms etc?


6. 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

unhappy unable

unwell untidy

undo unhelpful

unlucky untie

uncover

important

unimportant

popular unpopular

certain uncertain

disobeyed

dislike disagree

dishonest

disappoint

appear disappear

believe

disbelieve

continue

discontinue

disinterest

disorder

Mon Give each child a word which can be prefixed with a ‘un’.

Children write a sentence with the word (I am happy

today). Teacher responds with the

prefixed word ( I am unhappy today). How does the prefix

change the word?

To recognise

and use the

prefixes in

writing.

Tues As Monday with ‘dis’ - give children the prefixed word to

write a sentence – teacher gives the opposite.

Wed Work in small groups to play antonym snap with a range of

the un and dis words. What have you noticed? Which

words are useful when writing?

Thur Match the words with the prefix and write a sentence.

Fri Test the words through dictation.


7. To recognise

and spell common

prefixes and

Add the prefix

to the start of

the root word to

de-ice

decompose debug

Mon Put a selection of the words without the prefix on each

table. Pupils find the correct prefix around the room and

stick their word under it. Discuss

To recognise

and use the




Links


understand how

these influence

word meanings –

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

depart decode

deport

misbehave

mistake

misplaced

miscount

misfortune

miscalculate

nonsense non-

fiction

Tues Use a dictionary to investigate the words from the lists

that interest you.

Explain your choice. What have you discovered?

prefixes in

writing.

Wed Work in small groups to play antonym snap with a range of

the un and dis words. What have you noticed? Which

words are useful when writing?

Thur Speed race – choose words you find difficult to spell – how

many can you write correctly in 3 minutes. Include the

words in sentences.

Fri Test the words.


8. To recognise

and spell common

prefixes and

understand how

these influence

word meanings –

re and pre.

Add the prefix

to the start of

the root word to

change its

meaning.

re – means again.

pre – means

before.

recycle

reappear recall

refill return

replace revisit

react rename

rewrite replay

build rebuild

consider

reconsider

position

reposition

prefix prepare

precaution

predict

recover recite

register regular

remember reign

Mon Write the prefixes ‘re’ and ‘pre’ on a flip chart. Give

children post-its. Can they think of any words that are

preceded with these? Write one on a post-it and stick on

flipchart. How many words can we generate?

To recognise

and use the

prefixes in

writing.

Tues What do the prefixes ‘re’ and ‘pre’ mean? Choose two words

– one of each prefix. Speed write in 2 minutes. Write a

sentence for each word.

Wed Cut a selection of words into syllables. Children work in

pairs/small groups to arrange the syllables into words.

Discuss.

Thur Work in pairs to write a short conversation which includes

as many of the words as you can. Be ready to act it out.

Fri Finish Thursday activity. Test words.





Links


9. To recognise

and spell 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

incorrect

incredible

invisible

immature

impolite

impossible

independent

increase interest

incomplete

improve

immediate

Mon Give children a list of statements (That is not correct) with

the key words emboldened. How can we change the key

word? Investigate and discuss.

To recognise

and use the

prefixes in and

im in writing. Tues Put ‘im’ and ‘in’ on a flipchart. Give each table a selection of

words. Which prefix is the correct one for the words?

Stick under the prefix.

Wed Dictionary Race. Put words on the table. How many can be

found in a dictionary within 5 minutes. Meaning/type must

be written.

Thur Introduce game – possibly/impossibly.

Write pairs of sentences for each word and its antonym.

Fri Test words


10. To investigate

prefixes and

suffixes added to

change the

meaning.

un – means not;

dis – means not,

the opposite of.

de – means

making the

opposite of;

mis means false

or wrong; non

means not –

opposite of.

re – means again.

pre – means

before.

Words children

use regularly and

are relevant

from the

previous term.

Mon Children have 3 minutes to generate as many words as they

can remember from the term – focus initially on prefixes.

List the words on large post-its. Put list onto flipchart.

Discuss.

To understand

a root word can

be changed but

the

fundamental

meaning

remains.

Tues Put multiple copies of base words used through the term

onto tables.

Stick affixes around the room. Children put base words

against appropriate affixes. Could be more than one.

Wed Grow the words. Work in pairs to choose a word and grow

it by adding appropriate prefixes and suffixes.

Thur Work independently – use a page from your reading book.

Can you find evidence of prefixes and affixes? Make a list

ready to discuss.




Links


in and im means

not.

ing/ed/er/est/ly

/ful

ment/ness

Fri Play ‘Who wants to be a Spellionaire?’

End of term

assessment



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

Sample words Day Daily Activities Outcome

1.To investigate

the word family

for ‘write’.

Tense

write written

writing wrote

Mon Put the write on a flipchart. How many words can you think of in

1 minute? Write on whiteboards. Discuss the words generated.

Which do we use regularly?

To spell

words in the

‘write’ family.

Tues On each table put the word ‘write’. Speed test – how many times

can you write in 30 seconds. How many ways can you change the

word? Discuss. What happens to the tense?

Wed Work in pairs to use a thesaurus to find alternatives to the word

‘write’. What have you discovered?

Thur Write a sentence using the word write in the present/future and

past tense. Explain what you notice about the spelling and the

words that need to help the sentence make sense.

Fri Test. Discuss words/rule etc for following week.

2. To recognise

and spell

common

prefixes and

understand how

these influence

word meanings –

Add the prefix

to the start of

the root word

to change its

meaning.

anti means

against.

exit explode,

extend exclaim

exercise

extreme

experiment

experience

antiseptic anti-

clockwise

Mon Put the prefixes on the walls around the classroom. Give children

post-its. Can they think of any words that begin with those

prefixes? Write on post-it – stick under prefix. Discuss

To recognise,

spell and use

the prefixes

anti, ex, co

and auto.

Tues Give each child part of the word missing the prefix. Put

prefixes on carpet. Child decides which prefix goes with their

part of a word and lines up behind prefix. Explain their choice.

Wed Choose a prefix to investigate – use a dictionary/thesaurus/ipad.

What have you discovered? What does the prefix mean?




Links


anti, ex, co and

auto.

ex means

outside or

outside of.

co means

joint/together.

auto means self

or own.

antibiotic anti-

social

co-star

cooperate

coincidence

automatic

autograph

autobiography

Thur Speed write the statutory words. Choose three of the words to

write sentences for.

Fri Test words relevant for class. Discuss words/rule etc for

following week.

3. To recognise

and spell

common

prefixes and

understand how

these influence

word meanings –

sub, super and

inter.

Add the prefix

to the start of

the root word

to change its

meaning.

sub means

below

super means

above

inter means

between or

among.

sub-zero subtitle

subheading

subtract

subway

superman

superstar

supermarket

interact

international

intercity

interrupt

interview

Mon Put the prefixes on the walls around the classroom. Give children

post-its. Can they think of any words that begin with those

prefixes? Write on post-it – stick under prefix. Discuss

To recognise

and spell

words which

use the

prefixes sub,

super and

inter.

Tues Give each child part of the word missing the prefix. Put

prefixes on carpet. Child decides which prefix goes with their

part of a word and lines up behind prefix. Explain their choice.

Wed Choose a prefix to investigate – use a dictionary/thesaurus/ipad.

What have you discovered?

Thur Speed write the words you think are difficult to spell. Write a

sentence for each word.

Fri Test words relevant for class. Discuss words/rule etc for

following week.

4. 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.

knee knock knot

knife know knew

gnat gnaw gnash

gnome write

wrong wrist

wrap would sword

answer rhyme

Mon Put a range of words on each table. Children work in small groups

to sort the words any way they like. How did they sort? What

have they learned about the words?

To spell and

read words

with silent

letters

accurately.

Tues Read a passage identifying silent letter words. Pupils take a page

of their reading books and list any silent letter words.

Wed Use a dice – 1 = silent b after m 2 = silent b before t 3 = silent

k before n 4 = silent g before n 5 = silent l after a, o or ou 6 =




Links


Silent l follows

vowels a, o and

ou.

Silent w often

precedes r.

honest when

where whale

climb lamb comb

crumb debt

doubt half could

calm

silent w before r. Roll the dice – think and write a silent letter

word.

Thur Complete a closed procedure.

Fri Test. Discuss words/rule etc for following week.

5. To add

suffixes

beginning with

vowels to words

of more than

one syllable – er

en ing ed ation

To investigate

word families.

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:

forgetting

forgotten

(forgetful)

beginning

beginner (begun

began) prefer

preferred

preference

gardening

gardener limiting

limited limitation

(limitless)

Mon Suffix hunt – around the room are different suffixes hidden in

words – work with a partner to find them and write on a post-it.

Which suffixes have you found?

To begin to

understand

this concept.

Tues Use the suffixes from the previous day. Put the NC appendix

words (sample words) on each table. Which suffixes can be

attached to these words? Do we need to change the spelling so

they fit?

Wed Put a group of words on each table. Children put them into an

order that works for them. What can you say about the spellings

of these words – similarities/differences?

Spelling/tense/function/meaning?

Thur As Wednesday – different group of words.

Discuss outcomes and what they notice about spelling, tense and

meaning.

Fri Test words that are relevant to class.





Links


tense change

or verb to

noun.

6. 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.

creation

education

dictation

preparation

station nation

determination

education

relation consider

consideration

imagine

imagination

continue

continuation

variation

sensation

operation

Mon Put in different parts of the room the words Verb/Noun –

teacher says a word children stand by the word type. Focus on

use of sample words moving between the verb and noun. Discuss

learning.

To begin to

identify and

spell words

ending in

ation and to

know they are

abstract

nouns.

Tues Match the verb to the noun. Write each side by side and explain

how the spelling changes. Is there a rule?

Wed Put the suffix ‘ation’ on large pieces of paper and place on each

table. Children use coloured pens to write as many words as they

can ending with the suffix. Discuss. How do you know the

spelling is correct?

Thur Which is right? Put a selection of words on the board – some

spelt incorrectly. Children identify the misspelt and explain the

problem.

Fri Test the words through dictation.


7. 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

famous

poisonous

dangerous

various

tremendous

enormous

obvious serious

courageous

Mon Put a range of ‘ous’ words on the tables. Children sort and explain

their criteria. Discus outcomes. What type of words are these?

To begin to

read and spell

words ending

with the

suffix ous.

Tues Pupils match the words to their roots. Discuss spelling changes.

Discuss exceptions – no obvious root (enormous – norm).

Wed Pupils work in pairs to investigate the group of words. Each table

have words that follow a different pattern/rule. What have you

learnt?

Thur Put the words and rules on the tables. Match the words to the

rules.




Links


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

nervous

adventurous

hideous fabulous

ridiculous

humorous

curious

mysterious

delicious

Discuss.

Fri Test words relevant to class + statutory words.


8. To revise the

spelling, meaning

and use of

homophones.

A homophone

sounds the

same but can

be spelt

differently.

Meanings are

different.

there they’re

their

two too to

night knight

bear bare

quite quiet

reign rain rein

weight wait

heard herd

through threw

whose/who’s

Mon Put words face down. Pupils take turns to find pairs. When they

have matched a pair say a sentence using both words.

To be secure

with the

meaning and

spelling of

basic

homophones.

Tues Word choice – sentences on tables missing words – children place

the correct homophone. Discuss outcomes.

Wed Put riddles on the tables for children to solve. Create their own

riddles for others to solve.

Thur Cross the line (can be played outside) – put a homophone on

either side of the line. Say a sentence – children choose which

homophone.

Fri Complete sentences as a test.


9. To

investigate the

meaning, spelling

and use of

A homophone

sounds the

same but can

be spelt

differently and

break brake

he’ll heel heal

grate great

here hear

fare fair

Mon Put words on the tables. Children put into pairs/threes. Say a

sentence using both words.

To be secure

with the

meaning and

spelling of

Tues Word choice – sentences on tables missing words – children place

the correct homophone. Discuss outcomes.

Wed Pupils create their own riddles for others to solve.




Links


different

homophones.

meanings are

different.

peace piece

meat meet

prey pray



homophone.

basic

homophones.



10. To

investigate the

meaning, spelling

and use of

different

homophones.

accept except

affect effect

knot not

berry bury

plane plain

main mane

scene seen

weather/whether

medal/meddle

Mon Put words on the tables. Children sort into pairs. Use a

dictionary to investigate the meaning and type of word.

To be secure

with the

meaning and

spelling of

basic

homophones.

Tues As Monday.

Wed Pupils choose a page of their reading books. How many

homophones can you find on one page.



homophone.



End of year

assessment



Spelling Year 4

Term 1 – to revise prefixes and suffixes from Y3

to revise and further investigate the use of homophones

Topic, Science and Mathematics words should be taught alongside the rules below in line with the statutory requirements in

Spoken Language.

Words in blue come directly from the Y3/4 word list. Words in red are spellings from the 2016 and 2017 SATs


Links


1. To learn

the spellings

of words

from the

Statutory

Y3/4 list –

exploring the

links.

Exploring words

that link by

context and

theme.

weight height

length strength

calendar February

eight/eighth

library knowledge

learn answer

question

grammar sentence

purpose

Mon Put the statutory words on tables. Pupils sort into groups.

Discuss the outcomes of the groupings.

To be secure in

spelling of

common words. Tues Pupils each choose a word to investigate. Type – meaning –

antonym – synonym – phonemes – vowels – consonants –

syllables.

Wed Discuss and rate words according to level of difficulty

(length/difficulty of spelling/meaning).

Thur Speed write the words causing the most difficulty.

Fri Test words. Discuss words for the following week.

2.To learn

the spellings

of words

from the

Statutory

Y3/4 List.

arrive bicycle

busy business

different

difficult history

island material

medicine mention

minute naughty

notice



To be secure in

spelling of

common words. Tues Pupils each choose a word to investigate. Type – meaning –


syllables.

Wed Discuss and rate words according to level of difficulty


Thur Speed write the words causing the most difficulty.

Fri Test words. Discuss words/rules for the following week.




Links


3. To

investigate

word families,

understandin

g the root

can have

prefixes and

suffixes

added to

change the

meaning.

Word classes

Verb

Adjective

Noun

Adverb

popular popularity

population

populate

populating

populated

unpopular

regular irregular

regularly

irregularly

regulate

regulating

regulated

regulation

separate

separated

separating

separation

inseparable

Mon Generate words for popular/regular and separate. If time

use a dictionary to generate more words within these

families.

To understand

words belong to

groups and will

have a root

meaning.

Tues Choose a word – use a dictionary to find the meaning/type

and then to investigate the family of words.

Wed Complete the activity from Tuesday. Discuss the outcomes

and word changes. What have you discovered? Which

prefixes/suffixes do we already know and use?

Thur Choose a word from each family and write a sentence.

Speed write. How many times can you write out the family

of words in 1 minute? Repeat.

Fri Test appropriate and relevant words to the class.

Discuss words/rules for the following week.

4. To identify

irregular

tense

changes and

to begin to

group them.

Tense

change

GFW – Unit 2

(p.36).

ring - rang

drink – drank

begin – began

fight – fought

think - thought

speak – spoke

eat – ate

go – went

is -was

Mon Put words in the present tense into a box. Pupil chooses one

and mimes. Others guess the word. List on the board –

change to past tense.

To identify and

use irregular

verb endings

when writing. Tues Pupils work in pairs – put present tense words around the

room to find and rewrite into the past tense (Chart).

Discuss what happens to the verbs.

Wed Use reading book to list the verbs and identify any

irregular verbs.

Discuss how to spot them.

Thur Work in small teams to group the words. Explain how you

grouped them.

What did you learn from the groupings about the verbs?




Links


Fri Dictation – test the words. Discuss words/rules for the

following week.

5. 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)

enjoy walk write

decide make

stare smile shut

win stop

rely try fly fry

reply

wash wish rush

fix mix crush

approve

concentrate

continue murmur

possess punctuate

polishing

offering

inspiring

Mon Put a selection of verbs (mixture of past and present) on

tables – children match. What have you discovered? What

are the rules? What is the same/different from the

previous week?

To recognise

and use regular

verb endings

accurately.

Tues Using the words from the previous day – give children the

rules – match the word to the rule and explain how they

know. Dice with rules.

1 = add the suffix 2 = double the final consonant 3 = drop

the e 4 = y change to i 5 = hiss sounds add es 6 = buzz

sounds add es.

Wed Children work independently – verb generation – how many

different verbs can they list – which rule do these follow

when adding s, ed, ing?

Thur Speed test – give the word – write – children write word

using different suffix endings (choose challenge) – identify

rule.

Fri The half termly, team challenge! Create a quiz panel

approach to spelling (pointless, millionaire, eggheads).

Carry out quiz based on words and spelling pattern/rules.


6. To

recognise and

spell the

common

prefix in in all

its forms – il,

ir and im.

In in this instance

it means not.

Before l in

becomes il.

Before m or p in

becomes im.

inverted incapable

inaccurate illegal

illegible

impractical

improbable

impossible

irregular

Mon Put each prefix on a flip chart. What do these mean? Give

pupils post-its. How many words can we think of that start

with these prefixes?

To recognise

and use the

prefixes in

writing. Tues Work in pairs – dictionary race – find the meaning of the

prefixes.

Choose a prefix – use a dictionary to find as many words as

you can. Add to the post-its on the flip chart.




Links


Focus on il

and ir.

Before r in

becomes ir.

Gives the opposite

meaning

irresponsible

Wed Investigate – how do we know which prefix to use? Can we

find the rules?

Show and discuss rules.

Thur Match the word to the prefix. Which words are important

to learn?

Fri Test the words relevant to the class.


7. To

recognise and

spell common

prefixes and

understand

how these

influence

word

meanings –

anti, ex, co,

auto, sub,

super and

inter.

Add the prefix to

the start of the

root word to

change its meaning.

anti means against.

ex means outside

or outside of.

co means

joint/together.

auto means self or

own.

sub means below

super means above

inter means

between or among.

antidote

antifreeze

autopilot

autograph co-

writer

coincidence

coordinate

external

exchange

exterior excite

extreme

experience

experiment

exercise

submarine

submerge

supermarket

superman

superstar

supervision

interactive

interlink

Mon Put prefixes and meanings on the tables. Pupils work in

pairs to match the prefix with the meaning. Discuss how

they decided.

To recognise

and use the

prefixes in

writing. Tues Pupils work in groups – each group has one prefix to

investigate and find as many words as possible.

Wed Give each pupil a word from the previous day. Group

together. They must come up with 2 reasons for needing to

learn how to spell it.

Thur Building on previous day – debate the words and vote –

which makes the list – which don’t. Practise the words.

Fri Test the words from the previous day.





Links


8. 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)

famous poisonous

dangerous various

enormous

previous humorous

ridiculous

disastrous

adventurous

murderous

vigorous

courageous

thunderous

nervous

Mon Put a range of ‘ous’ words on the tables. Children sort and

explain their criteria. Discus outcomes.

To read and

spell words

ending with the

suffix ous. Tues Put spelling rules and words on the tables. Children match

the words to the rules.

Wed Place words on the table. Children investigate using a

dictionary. Complete table.

Thur Speed write the words you find difficult to spell.

Fri Test words relevant to class + statutory words.


9. 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.

there/their/they’r

e

to/too/two

hole – whole

morning – mourning

place – plaice

no – know

new - knew

eyes – ice

Mon Put words on the tables. Pupils put into pairs/threes. Say

and then sentence using both words.

To be secure

with the

meaning and

spelling of

basic

homophones.

Tues Word choice – sentences on tables missing words – children

place the correct homophone. Discuss outcomes.

Wed Put riddles on the tables for children to solve. Create their

own riddles for others to solve.


either side of the line. Say a sentence – children choose

which homophone.




Links


Function and type

of words within

sentences

eye – I

prey pray

Fri Complete a closed procedure as a test.


10. To

further

investigate

the meaning,

spelling and

use of

different

homophones.

Function and type

of words within

sentences

through – threw

for – four

heard – herd

right – write

ant – aunt

be – bee

are – our

deer – dear

bare – bear

blue – blew

affect – effect

accept - except

Mon Put one of the homophones on each table. Pupils work

together to think up the other one. (Include words from

the previous week).

To be secure

with the

meaning and

spelling of

basic

homophones.

Tues Give each pupil a homophone – find their partner – think of

a riddle for their pair of words.

Wed Play cross the line – this time a pupil gives a sentence –

others decide which homophone.

Thur Choose a page from their reading book – how many

homophones can they find? Give each pupil a homophone –

speed write – how many times can you write the word in 30

seconds. Finally write a sentence with the homophone.

Fri Dictation including homophones as a test.


11. To learn

words from

the Y3/4 list.

End of term

assessment.

Word classes

Sentence work

centre favourite

forward often

opposite ordinary

peculiar perhaps

pressure probably

straight therefore



Tues Pupils each choose a word to investigate. Type – meaning –


syllables.

Wed Complete task from Tuesday Discuss how to rate words


Thur Play ‘who wants to be a spellionaire?’

Fri Test words. Complete end of term assessment.



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

to revise and further investigate the use of plurals


Links


To

consolidate

the use of

apostrophe to

identify

ownership/po

ssession.

To

understand

how to use a

possessive

apostrophe

with plural

words.

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 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)

I ate the dog’s

dinner.

I ate the dogs’

dinner.

Mon Put a short passage on the board with the punctuation

replaced by code.

Pupils identify the punctuation from the code. Discuss the

use of apostrophes.

To use an

apostrophe

accurately

when spelling.

Tues Put a selection of sentences on each table which include

apostrophes.

Pupils identify sentences that have correctly used

apostrophes.

Wed Put the sentences from the previous day on tables. Pupils

choose a sentence and write an explanation of the use of the

apostrophe.

Thur Pupils are given a short passage – in pairs rewrite the

passage changing the punctuation into code.

Fri

Swap passages from the previous day – solve the codes.





Links


1. To

investigate

word families,

understandin

g the root

can have

prefixes and

suffixes

added to

change the

meaning.

Word classes

Verb

Adjective

Noun

Adverb

imagine imagining

imagined

imaginative

imaginatively

imagination

unimaginative

solve solved solving

solver solvent

solution dissolve

soluble insoluble

Mon Put imagine and solve on a flip chart. What do these words

mean? Which affixes can be used to grow/change the word?

Investigate.

To understand

words belong to

groups and will

have a root

meaning.

Tues Use list from Monday and use a dictionary to further

investigate the words. How do we use these words? Which

ones are most commonly used?

Wed Give each child a word – find others with the same word –

come up with reasons for learning to spell the word.

Thur Practise the words that made the list ready to speed write.

Fri Test the relevant words. Discuss words/rules for the

following week.

2. To

consolidate

the

understandin

g 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

dog house meal

balloon sister

school word bus

church dish lunch

box fish patch

brother friend

Mon Put a selection of words on the tables. Ask children to

rewrite each word as a plural and then group according to

the way the words change. Discuss.

To know when

to add s and es

to the end of

words to

create plurals.

Tues Pupils work in small groups. Each has a set singular and plural.

What do they notice about how the word changes? What is

the rule? Can they add to the word list with words they use

regularly?

Wed Put plurals on the tables – some spelt incorrectly. Pupils sort

the words into correct and incorrect – explaining why.

Thur Put a different rule for pluralisation on each wall. Pupils work

in pairs. Give each pair some post-its. Which pair can put the

most correctly spelt words against the rules. Harder the

rule more points.


following week.




Links


GFW – Unit 11

(p.54); Unit 30

(p.94)

3. To

investigate

how words

ending in f

change 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)

calf elf half leaf

staff cliff knife

wife life belief

curve

Mon Put words on a flip chart/tables for pupils to sort and change

to plurals.

What did you notice about how the words change?

To know when

to change to

ves or just add

s. Tues Investigate and group the words according to the spelling

rule.

Speed test – how quickly can you sort/write and stick on the

wall?

Wed Dictation that includes words ending ‘ff’ and ‘fe’ – some

singular and some plural.

Thur Speed write singular and plural version of relevant words.

Fri Test words. Discuss words/rules for the following week.

4. 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

leaf self thief

cliff dwarf scarf

loaf city family

berry jelly watch

glass beach

sandwich miss pass

Mon Put words face down on tables. Children work in small groups

to find matching pairs.

To become

confident in

knowing which

plurals to use.

Tues Work in pairs to sort single words into types of change when

turned to plurals. What are the rules?

Wed Use a dice and put different rules for pluralisation. When

roll the rule or statement – child thinks of word that follows

the rule.

1 – add s 2 – add s after vowel y 3 change y to i and add es

4 – add es for hissing words 5 – add es buzzing 6 – changing

f

Thur Choose a page from a reading book and find as many plurals

as possible.


following week.




Links


GFW – Unit 11

(p.54);

Unit 30 (p.94)

5. To

recognise and

know the i

sound spelt y

elsewhere

than at the

end of words.

myth gym Egypt

pyramid mystery

mysteriously

cymbal system

systematic cynical

symbol symbolism

cylinder

synthesis syrup

Mon Put a selection of words on the board and ask – what do

these words have in common? Sort according to sound.

Which words are regularly used?

To spell words

that use the i

sound as a y in

the middle of

words.

Tues Investigate the words – use a dictionary to find the

type/meaning.

Wed Investigate the words – as yesterday. What have we

discovered?

Thur Choose a word – how many

phonemes/syllables/vowels/consonants.


following week.

6. To

identify,

learn and

spell words

with the ai

sound spelt

ei, eigh, or ey.

vein reign reindeer

weigh weight eight

eighteen eighth

neighbour they

obey

lightweight

Mon Put the phonemes on a flip chart. Give pupils post-its to write

words and put on appropriate list. Discuss words generated

and the relevant sound.

Correctly

differentiate

and spell the ai

sounding words. Tues Pupils complete a clozed procedure.

Wed Write a sentence for each word.

Thur Put the words on the board – speed write each word. Thirty

seconds each.

Fri Test the words. Discuss words/rules for the following week.

7. To learn

and spell

words which

are Greek in

origin and use

Origins of

words

school chorus

chemist Christmas

character anchor

ache echo stomach

monarch scheme

chaos

Mon Put the words on the board. What do these words have in

common?

Identify the spelling and sound. Stand in a circle recite/act

the words.

To correctly

identify and

spell the ch

words with the

k sound. Tues Investigate the words – use a dictionary to find the

origin/type/meaning/family words.




Links


the k sound

spelt ch.

Wed Investigate the words – as yesterday. What have we

discovered?

Thur Unscramble the words – put scrambled versions on the

tables. Pupils unscramble words – put meaning.


following week.

8. To

investigate

word families,

understandin

g the root

have prefixes

and suffixes

added to

change the

meaning.

Word classes

Verb

Adjective

Noun

Adverb

act – acted acting

action react

reacted reacting

reaction

activate activation

deactivate actor

actress transact

activist counteract

reactionary

Mon Put act on a flip chart. What does this word mean? Which

affixes can be used to grow/change the word? Investigate.

To understand

words belong to

groups and will

have a root

meaning.

Tues Use list from Monday and use a dictionary to further

investigate the words. How do we use these words? Which

ones are most commonly used?

Wed Put words on the table. Around the room put Noun – Verb –

Adjective - Adverb – pupils place words under correct word

type.

Thur Give each child a word – find others with the same word –

come up with reasons for learning to spell the word.


following week.

9. To learn

words from

the Y3/4

statutory

word list.

Word classes

Sentence work

quarter separate

special strange

suppose surprise

woman women

accident business

occasion



Tues Pupils each choose a word to investigate. Type – meaning –


syllables.

Wed Discuss how to rate words (length/difficulty of

spelling/meaning).

Thur Rearrange the letters to spell the word. Speed write the

words.

Fri Test the words in a dictation. Discuss the assessment for

following week.




Links


End of term

assessment

Mon Put a range of rules/objectives from the term on the walls.

Put post-its onto the tables. Pupils generate words for each

objective/rule. Discuss.

Tues Use your own reading book - choose a random page – identify

any words that we have discovered this term or follow rules

we have learnt this term.

Wed Repeat Tuesday and discuss.

Thur The half termly, team challenge! Create a quiz panel approach

to spelling (pointless, millionaire, eggheads). Carry out quiz

based on words and spelling pattern/rules.

Fri Termly spelling assessment



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

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


Links


1. 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.

creation education

dictation preparation

station nation

relation

determination

occupation education

consider

consideration

imagine imagination

continue continuation

regular regulation

separate separation

vary variation

punctuate

punctuation

educate education

sensation operation

Mon Put in different parts of the room the words

Verb/Noun/Adjective –



learning.

To begin to

identify

and spell

words

ending in

ation and

to know

they are

abstract

nouns.

Tues Match the verb to the noun. Write each side by side and

explain how the spelling changes. Is there a rule?

Wed Put the suffix ‘ation’ on large pieces of paper and place on each

table. Children use coloured pens to write as many words as they

can ending with the suffix. Discuss outcomes. Did they follow

the spelling rules?

Thur Which is right? Put a selection of words on the board – some

spelt incorrectly. Children identify the misspelt and explain the

problem.

Fri Test the relevant words. Discuss words/rule etc for following

week.




Links


2. 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

invention inflation

action injection

complete completion

exception reaction

opposite (opposition)

position

Mon Put in different parts of the room the words

Verb/Noun/Adjective –



learning.

To know

the rule

and

correctly

spell words

ending in

tion.

Tues Match the verb to the noun. Write each side by side and

explain how the spelling changes. Is there a rule?

Wed Put the suffix ‘tion’ on large pieces of paper and place on each

table. Pupils use coloured pens to write as many words as they

can ending with the suffix. Discuss outcomes.

Thur Speed write ‘tion’ words.

Fri Test the relevant words. Discuss words/rules for the following

week.

3. To

investigate

endings that

sound like

shun – sion.

sion is used if

the root word

ends in d, de or

se.

There are some

exceptions.

Verbs become

nouns

decide decision

explode explosion

extend extension

comprehend

comprehension divide

division televise

television invade

invasion confuse

confusion

revise revision vision

Mon Put the verbs on each table. Explain pupils need to add a shun

sound to them. What is the spelling of shun? What is the rule?

To know

the rule

and

correctly

spell words

ending in

sion.

Tues Match the verb to the noun equivalent. Write the rule.

Wed Which is correct? Put 3/4 different spellings of a word – pupils


Thur Put the words into sentences.

Fri Dictation to test. Discuss words/rules for the following week.

4. To

investigate

endings that

ssion is used if

the root word

ends in a ss

(express) which

session express

expression profess

profession, discuss

discussion permit

Mon Put the ssion words on the tables. Which of these can be

turned back into a verb? How do you know? How does the

spelling change?

To know

the rule

and

correctly Tues Use a dictionary to find the meaning of the words.




Links


sound like

shun – ssion.

is a soft sh sound

or in mit

(permit).

Words become

nouns

permission confess

confession mission

passion

possess possession

Which words do we use regularly? Which words do we need to

learn?

spell words

ending in

ssion. Wed Pupils work in pairs. Put scrambled syllables of words on the

tables.

Pupils unscramble and make the words.

Thur Speed write the relevant words.


5. To

investigate

endings that

sound like

shun – cian.

cian is used if

the root word

ends in c or cs –

common in

occupations.

Words become

nouns

musician electrician

magician politician

physician optician

mathematician

Mon Begin by establishing the meaning of occupation. How many

occupations can you think of? Do any of these end with ‘cian’?

Give words.

To know

the rule

and

correctly

spell words

ending in

cian.

Tues Investigate the occupations. Put the words on tables – pupils

use dictionaries to find the root and the meaning. What is the

rule?

Wed Investigate the occupations. Put the words on tables – pupils

use dictionaries to find the root and the meaning. Create an

advertisement for a job using one of the ‘cian’ words.

Thur Sit in a circle – Pupil picks an occupation – mimes for the others

to guess - they write the word on a whiteboard. Winner must

spell word correctly.


6. To review

the rules for

spelling words

whose

endings sound

like shun.

All the above. All the above. Mon Put the different types of ‘shun’ around the room. Teacher says

a word – pupils move to the correct use of shun.

To

correctly

identify

the

different

spellings

and explain

the

Tues Put the different types of ‘shun’ around the room. Give pupils

post-its – write a word for each ‘shun’. Choose a page from a

reading book to find evidence of ‘shun’ words.

Wed Put the rules for using ‘shun’ on large pieces of paper. Pupils use

coloured pens to write words for ‘shun’.

Thur Play the dice game. 1 – word ending ‘ation’ 2 – root ends with t

or te for tion 3 – root ends with d, de or se for sion 4 – words




Links


end with a soft ss for ssion 5 – root word ends c or cs 6 – your

choice

different

rules.


7. To learn

and spell

words which

are mostly

French in

origin and use

the sh sound

spelt ch.

Origins of words chef chalet machine

brochure champagne

chauffeur chateau

chaperone parachute

Mon Put 3 of the words on the board. What do these words have in

common? Do you know any English words that are French in

origin? What is the sound? Teacher models using a dictionary

to identify the origin of words.

To

correctly

identify

and spell

the ch

words

which have

a sh sound.

Tues Pupils investigate the origin/type/meaning of the words using a

dictionary. What have you discovered about the word types?

Wed Write the word. Draw the word. Think of an English equivalent.

Thur Speed write.

Fri Dictation as test. Discuss words/rules for the following week.

8. To

identify,

learn and

spell words

which end

with the g

sound but are

spelt gue.

Origins of words league morgue

tongue synagogue

prologue monologue

fatigue vague plague

rogue

Mon Put words on the board. What do these words have in common? To

correctly

identify

and spell

the gue

words.



Wed Complete a word search for the words

Thur Spot the mistake – which words are spelt correctly. Speed

write.


9. To

identify,

learn and

spell words

which end

with the k

sound but are

spelt que.

Origins of words antique unique

mosque opaque

barbeque mystique

technique cheque

grotesque physique

plaque

Mon Put words on the board. What do these words have in common?

Where do you think they originate from? Why?

To

correctly

identify

and spell

the que

words.



Wed Unscramble the letters to discover the word.

Thur Spot the mistake – which words are spelt correctly. Speed

write.




Links



10. To

identify,

learn and

spell words

which are

mostly Latin

in origin

which use the

s sound but

are spelt sc.

Roman

pronunciation of

these words may

have influenced

their spelling.

Origins of words

science scene

scissors muscle

disciple fascinate

ascend descend

iridescent horoscope

conscience scent

Mon Put words on the board. What do these words have in common?

Where do you think they originate from? Why? Which words

do we use regularly?

To

correctly

spell the

sc words. Tues Pupils investigate the origin/type/meaning of the words using a


Wed Work in pairs. Each has a word which they scramble. Give

scrambled version to partner to unscramble. Each write a

sentence which includes both words.

Thur Play dice game. 1 – sh as ch 2 – g spelt gue 3 – k spelt que 4 – s

spelt sc

5 – plural of 1/4 6 – plural of 2/3.

Fri Test the relevant words. Discuss words/rules for the following

week.

10. To

identify,

learn and

spell words

which are

mostly Latin

in origin

which use the

s sound but

are spelt sc.

Roman

pronunciation of

these words may

have influenced

their spelling.

Origins of words

Statutory list Mon Give pupils a list of the words – use 3 highlighters – 1st colour –

words you know; 2nd colour – beginning to know; 3rd colour – don’t

know yet. Discuss. Give the lists back to your teacher.

Tues Refer to list. Investigate a word you do not know.

Wed Work in pairs to find evidence of the statutory words in a

reading book.

Thur Work in a small team to answer cryptic questions about the

words.

Fri Test your partner with their tricky words.

End of year

assessment

Mon Carry out an end of year assessment. To

understand

and spell

80% of the

words.

Tues

Wed

Thur

Fri



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

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