We choose the spelling words from the revised National Curriculum list. Each year group has their own list of words for every week of the year and their associated rules. Word lists will be given as homework each week and correlate with the list in the Spelling Handbook.
Spelling Handbook
Week 1
To identify silent letters in words from different origins
Silent letters in words – different origins
- answer
- guard
- guide
- heard
- heart
- island
- knowledge
- learn
- know
- reign
High frequency
- said
- they
Week 2
To compare which words have a silent ‘h’ and which do not (need to learn the specifics)
Some ‘w’ words have a silent ‘h’; others do not – need to learn the specifics
- when
- where
- when
- what
- which
- why
- went
- were
- white
- whistle
High frequency
- that
- with
Week 3
To identify the silent ‘e’ and its impact
The silent ‘e’ changes the sound of the vowel that precedes it, e.g. ‘rid’ to ‘ride’
- arrive
- complete
- decide
- describe
- favourite
- imagine
- opposite
- sentence
- separate
- breathe
High frequency
- what
- there
Week 4
To recognise that ‘ate’ can also be spelt ‘eight’
‘ate’ can also be spelt ‘eight’ and ‘aight’
- late
- mate
- straight
- weight
- eight
- freight
- rotate
- activate
- concentrate
- plate
High frequency
- this
- have
Week 5
To recognise double letters in common spellings words
These words all contain double letters
- address
- appear
- different
- difficult
- grammar
- possible
- pressure
- cheese
- current
- blossom
High frequency
- went
- hello
Week 6
To discuss plural nouns that have an ‘o’ after a consonant add ‘es’
Plural nouns that have an ‘o’ after a consonant add ‘es’
- volcanoes
- potatoes
- tomatoes
- heroes
- torpedoes
- echoes
- zeroes
- buffaloes
- grottoes
- mosquitoes
High frequency
- little
- were
Week 7
To identify the soft ‘c’ sound
If the ‘c’ comes before an ‘e’, ‘i’ or ‘y,’ it is pronounced ‘s’
- centre
- exercise
- experience
- certain
- circle
- recent
- medicine
- special
- cellar
- ace
High frequency
- down
- when
Week 1
To analyse the ‘ort’ sound
There is more than one spelling for the sound “ort”
- caught
- naughty
- thought
- bought
- sort
- taught
- short
- distraught
- transport
- nought
High frequency
- looked
- very
Week 2
To compare the different sounds for the spelling ‘ough’
There is no specific spelling rule for the ‘ough’ string. Children could sort into the different sounds.
- enough
- though
- although
- thought
- through
- borough
- plough
- dough
- rough
- cough
High frequency
- don’t
- come
Week 3
To analyse the ‘ar’ sound
Discuss the odd ones out and why the sound is different (look at the stressed syllable)
- February
- library
- ordinary
- regular
- popular
- particular
- early
- earth
- starve
- March
High frequency
- will
- back
Week 4
To discuss spelling words
Children look at the words from this week’s spellings and choose a couple to investigate – can they find similar words, similar meanings, similar spellings?
- believe
- experiment
- famous
- group
- history
- important
- length
- increase
- interest
- material
- natural
- often
- perhaps
- probably
- quarter
- remember
- strength
- therefore
- woman
- women
- promise
- busy
- business
High frequency
- into
- from
Week 5
To discuss spelling words
Children look at the words from this week’s spellings and choose a couple to investigate – can they find similar words, similar meanings, similar spellings?
- believe
- experiment
- famous
- group
- history
- important
- length
- increase
- interest
- material
- natural
- often
- perhaps
- probably
- quarter
- remember
- strength
- therefore
- woman
- women
- promise
- busy
- business
High frequency
- children
- just
Week 6
To identify the ‘k’ sound spelt ‘ch’
These words have originated from Greek words, so the spelling has stayed the same
- scheme
- chorus
- chemist
- echo
- character
- anchor
- stomach
- character
- echo
- technology
- monarch
High frequency
- came
- about
Week 7
To revise commonly misspelt wordsTo revise maths words
Maths words Appropriate spelling list as devised by the teacher
- addition
- subtraction
- multiplication
- division
- share
- difference
- minute
- hour
High frequency
- their
- people
Week 1
To add suffixes beginning with vowels to polysyllabic words
If the last syllable of a word is stressed and ends with one consonant letter (with just one vowel before it), the final consonant letter is doubled before any ending beginning with a vowel letter is added
- forgetting
- forgotten
- beginning
- beginner
- prefer
- preferred
- gardening
- gardener
- limited
- limitation
High frequency
- your
- cold
Week 2
To identify the ‘i’ sound in the middle of words spelt with a ‘y’
- sympathy
- myth
- gym
- pyramid
- mystery
- symbol
- oxygen
- system
- typical
- lyrics
High frequency
- house
- made
Week 3
To recognise that ‘u’ sound is also spelt ‘ou’
- young
- touch
- double
- trouble
- country
- courage
- encourage
- cousin
- enough
- tough
High frequency
- time
- I’m
Week 4
To compare the prefixes: ‘un’, ‘dis’ and ‘mis’
‘un’, ‘dis’ and ‘mis’ have negative meanings
- disappoint
- disagree
- disobey
- disrespect
- unable
- unofficial
- unnecessary
- misbehave
- mislead
- misspell
High frequency
- help
- called
Week 5
To analyse the “in”, il, im and ir prefixes
‘in’ can mean ‘not’ and ‘in into’; ‘in’ becomes ‘il’ before a root word beginning with ‘l’; ‘in’ becomes ‘im’ before a root word beginning with ‘m’ or ‘p’; ‘in’ becomes ‘ir’ before a root word beginning with ‘ir’
- inactive
- incorrect
- illegal
- illegible
- immature
- impossible
- impatient
- irresponsible
- irregular
- irrelevant
High frequency
- here
- off
Week 6
To compare the prefixes: ‘re’, ‘sub’, ‘inter’
‘re’ means ‘again’ or ‘back’; ‘sub’ means ‘under’; ‘inter’ means ‘between’ or ‘among’
- redo
- refresh
- return
- reappear
- redecorate
- subdivide
- subheading
- submerge
- interact
- international
High frequency
- asked
- make
Week 1
To compare the use of prefixes ‘super’, ‘anti’, ‘auto’
‘super’ means ‘above’; ‘anti’ means ‘against’; ‘auto’ means ‘self’ or ‘own’
- supermarket
- superman
- superstar
- antiseptic
- antidote
- anti-clockwise
- antisocial
- autobiography
- autograph
- automatic
High frequency
- water
- away
Week 2
To discuss the use of the suffixes: ‘ation’
The suffix ‘ation’ is added to verbs to form nouns
- information
- adoration
- sensation
- preparation
- admiration
- creation
- attention
- prevention
- multiplication
- celebration
High frequency
- good
- want
Week 3
To identify the use of the suffixes ‘ly’
The suffix ‘ly’ is added to an adjective to form an adverb
- sadly
- completely
- usually
- finally
- comically
- particularly
- certainly
- suddenly
- actually
- immediately
High frequency
- over
- how
Week 4
To compare the use of the suffixes: ‘ly’ and ‘ally’
If the root word ends in ‘y’, change to an ‘i’ before adding ‘ly’If the root word ends in ‘le’, the ‘le’ is changed to ‘ly’If the root word ends in ‘ic’, ‘ally’ is added instead of ‘ly’
- happily
- angrily
- gently
- simply
- humbly
- nobly
- basically
- frantically
- dramatically
- manically
High frequency
- going
- where
Week 5
To compare the ending ‘sure’ + ‘ture’
Always ‘sure’ for ‘s’ sounding endings, ‘ture’ for nouns that can’t be verbs, e.g. teacher vs creature, catcher vs furniture
- measure
- treasure
- pleasure
- enclosure
- creature
- furniture
- picture
- nature
- adventure
- capture
High frequency
- would
- took
Week 6
To analyse the spelling when the ending sounds like ‘shun’
If the ending of nouns sounds like ‘shun’, it is spelt ‘sion’
- invasion
- division
- confusion
- decision
- collision
- television
- explosion
- corrosion
- confession
High frequency
- school
- think
Week 1
To discuss the “ous” suffix
‘ous’ added to root word changes a noun to an adjective, ‘our’ is changed to ‘or’ before ‘ous’ is added
- poisonous
- dangerous
- mountainous
- famous
- various
- humorous
- glamorous
- vigorous
- courageous
- tremendous
- nervous
High frequency
- know
- bear
Week 2
To compare suffixes
If there is an ‘i’ sound before the ‘ous’, it is usually spelt with an ‘i’, but a few words have ‘e’
- serious
- obvious
- curious
- hideous
- spontaneous
- courteous
- enormous
- discussion
- occasion
- vigorous
High frequency
- can’t
- again
Week 3
To compare suffixes that sound like ‘shun’
Generally the suffixes are ‘-ion’ and ‘-ian’. The letters that come before this are either ‘t’ (the most common), ‘s’, ‘ss’ or ‘c’.If the root word ends in ‘t’ or ‘te’, it is usually ‘ion’.If the root word ends in ‘c’ or ‘c’, it is usually ‘cian’.If the root word ends in ‘ss’ or ‘mit’, it is usually ‘ssion’.If the root word ends in ‘d’ or ‘se’, it is usually ‘sion’.
- invention
- injection
- section
- position
- mention
- question
- completion
- musician
- magician
- mathematician
High frequency
- long
- things
Week 4
To compare suffixes that sound like ‘shun’
Generally the suffixes are ‘-ion’ and ‘-ian’. The letters that come before this are either ‘t’ (the most common), ‘s’, ‘ss’ or ‘c’.If the root word ends in ‘t’ or ‘te’, it is usually ‘ion’.If the root word ends in ‘c’ or ‘c’, it is usually ‘cian’.If the root word ends in ‘ss’ or ‘mit’, it is usually ‘ssion’.If the root word ends in ‘d’ or ‘se’, it is usually ‘sion’.
- expression
- discussion
- confession
- permission
- admission
- expansion
- extension
- comprehension
- tension
- possession
High frequency
- after
- wanted
Week 5
To discuss the ‘gue’ and ‘que’ sounds
These words have originated from French words, so the spelling has stayed the same
- tongue
- league
- antique
- unique
- vague
- catalogue
- synagogue
- dialogue
- mosque
- unique
High frequency
- everyone
- our
Week 6
To identify words spelt ‘ch’ but with the sh sound
These words mostly have a French origin
- chef
- chalet
- brochure
- machine
- charade
- parachute
- chivalry
High frequency
- two
- play
Week 1
To discuss the ‘s’ sound spelt ‘sc’
These words have originated from Latin- The Romans
- science
- scene
- discipline
- fascinate
- crescent
- fascinate
- scissors
- scented
- scenery
- descend
High frequency
- take
- thought
Week 2
To compare the ‘ay’ sound spelt ‘ei’, ‘eigh’ or ‘ey’
No specific rule
- vein
- weight
- eight
- neighbour
- they
- obey
- rein
- sleigh
- survey
- convey
High frequency
- well
- find
Week 3
To explain the possessive apostrophe
The apostrophe is placed after the plural form of the word; ‘s’ is not added if the plural already ends in ‘s’, but is added if the plural does not end in ‘s’ (e.g. children’s)
- girls’
- boys’
- babies’
- children’s
- men’s
- mice’s
- parent’s
- teacher’s
- helper’s
- auntie’s
High frequency
- more
- I’ll
Week 4
To explain homophones or near-homophones
A homophone is a word that is pronounced the same as another word ,but differs in meaning, and may differ in spelling
- accept
- except
- affect
- effect
- ball
- bawl
- here
- hear
- brake
- break
High frequency
- round
- tree
Week 5
To explain homophones or near-homophones
A homophone is a word that is pronounced the same as another word, but differs in meaning, and may differ in spelling
- male
- main
- mane
- meat
- meet
- weather
- whether
- whose
- who’s
High frequency
- magic
- shouted
Week 6
Class revision session
Appropriate spelling list as devised by the teacher High frequency
- other
- food
Week 1
To identify silent letters in words from different origins
Silent letters in words – different origins
- honest
- write
- wreck
- wrong
- wrist
- gnaw
- rustle
- glisten
- mortgage
- mechanic
High frequency
- said
- they
Week 2
To compare which ‘w’ words have a silent ‘h’ and which do not (need to learn the specifics)
Some ‘w’ words have a silent ‘h’; others do not – need to learn the specifics
- when
- where
- what
- which
- wheat
- were
- white
- whistle
- whisper
High frequency
- that
- with
Week 3
To show the silent ‘e’ changes the sound of the vowel that precedes it (eg ‘rid’ to ‘ride’)
The silent ‘e’ changes the sound of the vowel that precedes it, e.g. ‘rid’ to ‘ride’
- huge
- complete
- handle
- describe
- favourite
- extreme
- opposite
- sentence
- separate
- quite
High frequency
- what
- there
Week 4
To recognise that ‘ate’ can also be spelt ‘eight’
‘ate’ can also be spelt ‘eight’
- calculate
- negate
- straight
- accurate
- eight
- freight
- educate
- complicate
- concentrate
- evaporate
High frequency
- this
- have
Week 5
To recognise these words all contain double letters
These words all contain double letters
- occasion
- classical
- scissors
- planned
- suppose
- attitude
- shuffle
- mood
- blossom
- accident
High frequency
- went
- hello
Week 6
To discuss plural nouns that have an ‘o’ after a consonant add ‘es’
Plural nouns that have an ‘o’ after a consonant add ‘es’
- volcanoes
- potatoes
- tomatoes
- heroes
- tornadoes
- tomatoes
- zeroes
- buffaloes
- grottoes
- dominoes
High frequency
- little
- were
Week 7
To identify the soft ‘c’ sound
If the ‘c’ comes before an ‘e’, ‘i’ or ‘y,’ it is pronounced ‘s’
- centre
- certain
- circle
- recent
- medicine
- special
- cyclist
- adjacent
- accident
- juicy
High frequency
- down
- when
Week 1
To analyse the ‘ort’ sound
There is more than one spelling for the sound “ort”
- bought
- brought
- thought
- sought
- consort
- slaughter
- distraught
- daughter
- nought
High frequency
- looked
- very
Week 2
To compare the different sounds for the spelling ‘ough’
There is no specific spelling rule for the ‘ough’ string. Children could sort into the different sounds.
- enough
- fought
- although
- drought
- thoughtful
- borough
- plough
- doughnut
- tough
- cough
High frequency
- don’t
- come
Week 3
To analyse the ‘ar’ sound
Discuss the odd ones out and why the sound is different (look at the stressed syllable)
- party
- library
- artist
- yard
- darken
- garlic
- carton
- earth
- target
- varnish
High frequency
- will
- back
Week 4
To investigate spelling words
Children look at the words from this week’s spellings and choose a couple to investigate – can they find similar words, similar meanings, similar spellings?
- believe
- experiment
- famous
- group
- history
- important
- length
- increase
- interest
- material
- natural
- often
- perhaps
- probably
- quarter
- remember
- strength
- therefore
- woman
- women
- promise
- busy
- business
High frequency
- into
- from
Week 5
To investigate spelling words
Children look at the words from this week’s spellings and choose a couple to investigate – can they find similar words, similar meanings, similar spellings?
- believe
- experiment
- famous
- group
- history
- important
- length
- increase
- interest
- material
- natural
- often
- perhaps
- probably
- quarter
- remember
- strength
- therefore
- woman
- women
- promise
- busy
- business
High frequency
- children
- just
Week 6
To recognise words starting ‘ch’ but with the sh sound
These words mostly have a French origin
- chef
- chalet
- brochure
- machine
- charade
- parachute
- chivalry
High frequency
- came
- about
Week 7
To revise commonly misspellt wordsTo revise maths terminology
Maths words Appropriate spelling list as devised by the teacher.
- addition
- subtraction
- multiplication
- division
- share
- difference
- minute
- hour
High frequency
- their
- people
Week 1
To add suffixes beginning with vowels to polysyllabic words
If the last syllable of a word is stressed & ends with one consonant letter (with just one vowel before it), the final consonant letter is doubled before any ending beginning with a vowel letter is added
- forgetting
- forgotten
- inspiring
- disobeyed
- prefer
- preferred
- gardening
- gardener
- limited
- imitation
High frequency
- your
- could
Week 2
To identify the ‘i’ sound in the middle of words spelt with a ‘y’
- physics
- cycle
- rhyme
- cylinder
- dynasty
- cyclone
- oxygen
- system
- typical
- lyrics
High frequency
- house
- made
Week 3
To recognise that ‘u’ sound is also spelt ‘ou’
- nourish
- flourish
- ambitious
- flourish
- country
- courage
- encourage
- cousin
- enough
- tough
High frequency
- time
- I’m
Week 4
To compare the prefixes: ‘un’, ‘dis’ and ‘mis’
‘un’, ‘dis’ and ‘mis’ have negative meanings
- disappear
- misfortune
- misprint
- displace
- mistreat
- mistrust
- uncertain
- unsatisfactory
- unaware
- unnecessary
High frequency
- help
- called
Week 5
To analyse the “in”, il, im and ir prefixes
‘in’ can mean ‘not’ and ‘in into’; ‘in’ becomes ‘il’ before a root word beginning with ‘l’; ‘in’ becomes ‘im’ before a root word beginning with ‘m’ or ‘p’; ‘in’ becomes ‘ir’ before a root word beginning with ‘ir’
- inoffensive
- incorrect
- inadequate
- illegible
- immigrate
- impossible
- impatient
- irresponsible
- irregular
- irrelevant
High frequency
- here
- off
Week 6
To compare the prefixes: ‘re’, ‘sub’, ‘inter’
‘re’ means ‘again’ or ‘back’; ‘sub’ means ‘under’; ‘inter’ means ‘between’ or ‘among’
- reinforce
- recycling
- retreat
- replace
- reorder
- subvert
- subheading
- subsidy
- interference
- intermediate
High frequency
- asked
- make
Week 1
To compare the use of prefixes ‘super’, ‘anti’, ‘auto’
‘super’ means ‘above’; ‘anti’ means ‘against’; ‘auto’ means ‘self’ or ‘own’
- supermarket
- superficial
- superstar
- antiseptic
- antidote
- antithesis
- autobiography
- autopilot
- automobile
- automatic
High frequency
- water
- away
Week 2
To discuss the use of the suffixes: ‘ation’
The suffix ‘ation’ is added to verbs to form nouns
- information
- determination
- meditation
- alliteration
- vegetation
- exaggeration
- cancellation
- discrimination
- foundation
- fascination
High frequency
- good
- want
Week 3
To identify the use of the suffixes ‘ly’
The suffix ‘ly’ is added to an adjective to form an adverb
- modify
- fluently
- fortunately
- historically
- completely
- consequently
- eventually
- necessarily
- exceptionally
- exceedingly
High frequency
- over
- how
Week 4
To compare the use of the suffixes: ‘ly’ and ‘ally’
If the root word ends in ‘y’, change to an ‘i’ before adding ‘ly’If the root word ends in ‘le’, the ‘le’ is changed to ‘ly’If the root word ends in ‘ic’, ‘ally’ is added instead of ‘ly’
- happily
- angrily
- anxiously
- accusingly
- humbly
- academically
- traditionally
- sentimentally
- dramatically
- manically
High frequency
- going
- where
Week 5
To compare the ending ‘sure’ + ‘ture’
Always ‘sure’ for ‘s’ sounding endings, ‘ture’ for nouns that can’t be verbs, e.g. teacher vs creature, catcher vs furniture
- exposure
- reassure
- enclosure
- pleasure
- treasure
- overture
- furniture
- moisture
- adventure
- puncture
High frequency
- would
- took
Week 6
To analyse the spelling when the ending sounds like ‘shun’
If the ending of nouns sounds like ‘shun’, it is spelt ‘sion’
- invasion
- suppression
- confusion
- decision
- collision
- illusion
- explosion
- corrosion
- confession
- progression
High frequency
- school
- think
Week 1
To demonstrate the ‘s’ sound spelt ‘sc’
These words have originated from Latin – Romans
- science
- scene
- discipline
- fascinate
- crescent
- fascinate
- scissors
- scented
- scenery
- descend
High frequency
- know
- bear
Week 2
To identify the ‘ay’ sound spelt ‘ei’, ‘eigh’ or ‘ey’
No specific rule
- vein
- weight
- eight
- neighbour
- they
- obey
- rein
- sleigh
- survey
- convey
High frequency
- can’t
- again
Week 3
To explain the possessive apostrophe
The apostrophe is placed after the plural form of the word; ‘s’ is not added if the plural already ends in ‘s’, but is added if the plural does not end in ‘s’ (e.g. children’s)
- girls’
- boys’
- babies’
- children’s
- men’s
- mice’s
- parent’s
- teacher’s
- helper’s
- auntie’s
High frequency
- long
- things
Week 4
To explain the homophones or near-homophones
A homophone is a word that is pronounced the same as another word ,but differs in meaning, and may differ in spelling
- accept
- except
- affect
- effect
- ball
- bawl
- here
- hear
- brake
- break
High frequency
- after
- wanted
Week 5
To explain the homophones or near-homophones
A homophone is a word that is pronounced the same as another word ,but differs in meaning, and may differ in spelling
- male
- main
- mane
- meat
- meet
- weather
- whether
- whose
- who’s
High frequency
- everyone
- our
Week 6
To revise SPaG words
- subordinate
- coordinate
- relative
- sentence
- clause
- phrase
- proper
- conjunction
- paragraph
High frequency
- two
- play
Week 1
To identify words spelt ‘ch’ but with the sh sound
These words mostly have a French origin
- chagrin
- chute
- crochet
- machine
- moustache
- parachute
High frequency
- two
- play
Week 2
To discuss the ‘gue’ and ‘que’ sounds
These words have originated from French words, so the spelling has stayed the same
- tongue
- league
- antique
- unique
- vague
- catalogue
- synagogue
- dialogue
- Mosque
- unique
High frequency
- take
- thought
Week 3
To identify additional spellings + revision
- breath
- build
- extreme
- fruit
- height
- notice
- purpose
- strange
- surprise
- consider
High frequency
- well
- find
Week 4
Class revision session
Appropriate spelling list as devised by the teacher High frequency
- more
- I’ll
Week 5
Class revision session
Appropriate spelling list as devised by the teacher High frequency
- round
- tree
Week 6
Class revision session
Appropriate spelling list as devised by the teacher High frequency
- magic
- shouted
Week 1
To explain homophones
A homophone is a word that is pronounced the same as another word, but differs in meaning, and may differ in spelling
- write
- right
- no
- know
- would
- wood
- aloud
- allowed
- board
- bored
- rein
- reign
High frequency
- through
- been
Week 2
To explain homophones
A homophone is a word that is pronounced the same as another word, but differs in meaning, and may differ in spelling
- guessed
- guest
- heard
- herd
- led
- lead
- morning
- mourning
- past
- passed
- precede
- proceed
High frequency
- stop
- must
Week 3
To explain homophones
A homophone is a word that is pronounced the same as another word, but differs in meaning, and may differ in spelling
- boot
- soup
- fruit
- ruler
- blue
- blew
- course
- coarse
High frequency
- door
- right
Week 4
To explain homophones
A homophone is a word that is pronounced the same as another word, but differs in meaning, and may differ in spelling
- principal
- principle
- profit
- prophet
- stationary
- stationery
- steal
- steel
- who’s
- whose
High frequency
- these
- began
Week 5
To analyse different sounds of ‘ough’
‘ough’ has over ten different pronunciations in UK English
- ought
- bought
- thought
- nought
- brought
- fought
- rough
- tough
High frequency
- animals
- never
Week 6
To analyse different sounds of ‘ough’
‘ough’ has over ten different pronunciations in UK English
- enough
- though
- although
- dough
- through
- thorough
- borough
- plough
High frequency
- first
- work
Week 7
To identify silent letters
Look out for the silent letters together – investigate the history of the words to see why they are there
- doubt
- island
- solemn
- thistle
- knight
- comb
- plumber
- yacht
- pneumonia
High frequency
- that’s
- mouse
Week 1
To identify silent letters
Look out for the silent letters together – investigate the history of the words to see why they are there
- biscuit
- guest
- plague
- sword
- wrestle
- rhyme
- knot
- subtle
- column
High frequency
- something
- still
Week 2
To recognise spellings that change nouns to verbs
The nouns end in –ce and verbs end in -se
- advice
- advise
- device
- devise
- licence
- license
- practise
- practice
- prophecy
- prophesy
High frequency
- found
- live
Week 3
To compare endings that sound the same but are spelt differently
‘-able/-ably’ is used if there is a related word ending in ‘–ation’. ‘-able’ added straight on to words ending in –ce or –ge. ’-ible’ added onto root words with some ending removed.
- adorable
- adorably
- adoration
- applicable
- applicably
- application
- considerable
- considerably
- consideration
High frequency
- soon
- night
Week 4
To compare endings that sound the same but are spelt differently
‘-able/-ably’ is used if there is a related word ending in ‘–ation’. ‘-able’ added straight on to words ending in –ce or –ge. ’-ible’ added onto root words with some ending removed.
- tolerable
- tolerably
- toleration
- changeable
- noticeable
- forcible
- legible
- probable
- probably
High frequency
- narrator
- small
Week 5
To compare endings that sound the same but are spelt differently
‘-ible/-ibly’ is used if the root word is not heard completely before the ending. ‘able’/’ably’ is used if the complete word is heard before.
- possible
- possibly
- horrible
- horribly
- terrible
- terribly
- visible
- visibly
- incredible
- incredibly
- sensible
- sensibly
High frequency
- couldn’t
- three
Week 6
To revise commonly misspelt wordsTo revise Maths terminology
Maths words Appropriate spelling list as devised by the teacher
- numerator
- denominator
- fraction
- percentage
- column
- quadrilateral
- horizontal
- vertical
- diagonal
High frequency
- head
- king
Week 7
Class revision
Appropriate spelling list as devised by the teacher High frequency
- town
- I’ve
Week 1
To identify words ending in “ious”
If the root word ends in ’ce’ or a soft sound, it is usually ‘–cious’. If a hard sound, usually ‘-tion’
- vicious
- precious
- conscious
- delicious
- malicious
- suspicious
- ambitious
- cautious
- fictitious
- infectious
- nutritious
- anxious (exception)
High frequency
- around
- every
Week 2
To compare words ending in “cial” and “tial”
‘-cial’ is common after a vowel letter and ‘–tial’ after a consonant letter
- official
- special
- partial
- confidential
- essential
- torrential
- artificial
- prejudicial
- beneficial
- palatial
- glacial
- initial (exception)
High frequency
- garden
- laughed
Week 3
To identify when we use ‘ent’, ‘ence’ or ‘ency’
‘-ent’, ‘-ence’ and ‘–ency’ after a soft ‘c’ or soft ‘g’ or ‘qu’
- innocent
- innocence
- decent
- decency
- frequent
- frequency
- confident
- confidence
- violent
- violence
High frequency
- let’s
- suddenly
Week 4
To explain when words can end in ‘ation’
Look for related words with an ‘a’ sound or those that can end in ‘–ation’ for –ance, –ancy and -ant words.
- observant
- observance
- expectant
- hesitant
- hesitancy
- tolerant
- tolerance
- substance
- observation
- expectation
High frequency
- another
- great
Week 5
To explain when we add suffixes
The ‘r’ is doubled if the ‘fer ‘is still stressed when the ending is added. If it is no longer stressed, it stays as a single ‘r’.
- referring
- referred
- referral
- preferring
- preferred
- transferring
- transferred
- reference
- referee
- preference
- transference
High frequency
- cried
- jumped
Week 6
To discuss the use of hyphens
Hyphens are used to join words together. They are especially used to join prefixes that end in a vowel to root words that begin with a vowel.
- co-ordinate
- re-enter
- co-operate
- co-own
- anti-inflammatory
- de-emphasise
- co-inhabit
- co-education
Exceptions
- ex-wife
- self-evident
- all-inclusive
- cross-reference
- co-star
- anti-clockwise
High frequency
- because
- before
Week 1
To identify spellings with double letters
Look for the words that have two or three sets of doubles
- accommodate
- accompany
- according
- aggressive
- apparent
- appreciate
- attached
- committee
- communicate
- abbreviate
High frequency
- clothes
- place
Week 2
To identify spellings with double letters
Look for the words that have two or three sets of doubles
- community
- correspond
- exaggerate
- excellent
- necessary
- programme
- sufficient
- embarrass
- harass
- vacuum
High frequency
- mother
- window
Week 3
To recognise silent letters
Look at the history of these words – what languages have they evolved from?
- amateur
- bruise,
- language
- muscle
- nuisance
- parliament
- queue
- rhyme
High frequency
- morning
- queen
Week 4
To recognise silent letters
Look at the history of these words – what languages have they evolved from?
- rhythm
- shoulder
- soldier
- stomach
- yacht
- leisure
- guarantee
- restaurant
High frequency
- green
- different
Week 5
To compare when words have ‘ei’ and ‘ie’
‘i’ before ‘e’ except after ‘c’ – although there are some exceptions
- deceive
- conceive
- perceive
- ceiling
- receive
- exceptions
- caffeine
- protein
- seize
- either
- neither
High frequency
- which
- friends
Week 6
Class revision session
Appropriate spelling list as devised by the teacher. High frequency
- there’s
- looking
Week 1
To compare a variety of suffixes
Suffixes change the part of speech of a word – can the children discuss the change in form and spot the root word?NB Some root words are altered slightly for the spelling
- determined
- criticise
- curiosity
- definite
- equipment
- equipped
- explanation
- existence
- government
- marvellous
- lightning
High frequency
- better
- across
Week 2
To compare a variety of suffixes
Suffixes change the part of speech of a word – can the children discuss the change in form and spot the root word?NB Some root words are altered slightly for the spelling
- opportunity
- sufficient
- sincerely
- signature
- sacrifice
- pronunciation
- hindrance
- immediately
- dictionary
- competition
- frequently
High frequency
- floppy
- really
Week 3
To discuss suffixes that sound like ‘shun
Generally the suffixes are ‘-ion’ and ‘-ian’. The letters that come before this are either ‘t’ (the most common), ‘s’, ‘ss’ or ‘c’.If the root word ends in ‘t’ or ‘te’, it is usually ‘ion’.If the root word ends in ‘c’ or ‘c’, it is usually ‘cian’.If the root word ends in ‘ss’ or ‘mit’, it is usually ‘ssion’.If the root word ends in ‘d’ or ‘se’, it is usually ‘sion’.
- expression
- musician
- celebration
- consideration
- collision
- possession
- politician
- magician
- imagination
- inspiration
- division
High frequency
- please
- thing
Week 4
To identify a range of prefixes
- recommend
- revisit
- disapprove
- disgrace
- misunderstand
- incomprehensible
- imperfection(NB suffix ending too)
- interconnected
- unimaginable
- undiscovered
High frequency
- stopped
- lived
Week 5
To compare the history of words
Where did these words originate? What can you find out about them? E.g. conscience and conscious are related to science – from Latin word ‘scio’ meaning ‘I know’
- perilous
- conscious
- desperate
- familiar
- mischievous
- antique
- province
- circumstance
High frequency
- rabbit
- white
Week 6
To recognise spelling words containing ‘ie’ and ‘ei’
Think about how some of these words go against the ‘i’ before ‘e’ except after ‘c’ rule – why? Look to the sounds or origin of words.
- achieve
- ancient
- convenience
- foreign
- neighbour
- variety
- Conscience
High frequency
- suddenly
- choices
Week 1
To compare the history of a range of spelling words
Children look at the words from this week’s spellings and choose a couple to investigate – can they find the history of the words, similar words, similar meanings, similar spellings?
- prejudice
- recognise
- awkward
- category
- disastrous
- identity
- persuade
- privilege
- temperature
- twelfth
- vegetable
- vehicle
High frequency
- coming
- he’s
Week 2
To compare the history of a range of spelling words
Children look at the words from this week’s spellings and choose a couple to investigate – can they find the history of the words, similar words, similar meanings, similar spellings?
- available
- average
- bargain
- cemetery
- controversy
- develop
- environment
- especially
- forty
- individual
- interfere
- interrupt
High frequency
- river
- liked
Week 3
To compare the history of a range of spelling words
Children look at the words from this week’s spellings and choose a couple to investigate – can they find the history of the words, similar words, similar meanings, similar spellings?
- occupy
- occur
- profession
- relevant
- secretary
- signature
- suggest
- thorough
- variety
High frequency
- giant
- looks
Week 4
Class revision session
Appropriate spelling list as devised by the teacher High frequency
- along
- plants
Week 5
Class revision session
Appropriate spelling list as devised by the teacher High frequency
- dragon
- pulled
Week 6
Class revision session
Appropriate spelling list as devised by the teacher High frequency
- we’re
- stepped
Week 1
To explain homophones
A homophone is a word that is pronounced the same as another word, but differs in meaning, and may differ in spelling
- aisle
- Isle
- affect
- effect
- aloud
- allowed
- altar
- alter
- ascent
- assent
- bridal
- bridle
High frequency
- through
- been
Week 2
To explain homophones
A homophone is a word that is pronounced the same as another word, but differs in meaning, and may differ in spelling
- council
- counsel
- gorilla
- guerrilla
- guessed
- guest
- morning
- mourning
- past
- passed
- precede
- proceed
High frequency
- stop
- must
Week 3
To explain homophones
A homophone is a word that is pronounced the same as another word, but differs in meaning, and may differ in spelling
- course
- coarse
- foreword
- forward
- threw
- through
- compliment
- complement
- desert
- dessert
- board
- bored
High frequency
- door
- right
Week 4
To explain homophones
A homophone is a word that is pronounced the same as another word, but differs in meaning, and may differ in spelling
- principal
- principle
- profit
- prophet
- stationary
- stationery
- who’s
- whose
- draft
- draught
High frequency
- these
- began
Week 5
To discuss grammatical terminology
These terms are needed for the KS2 Sats exam.
- subordinate
- preposition
- adverbial
- abstract
- synonym
- antonym
- determiner
- progressive
- conjunction
- sentence
High frequency
- animals
- never
Week 6
To analyse different sounds of ‘ough’
‘ough’ has over ten different pronunciations in UK English
- enough
- though
- although
- sourdough
- through
- thorough
- borough
- plough
- furlough
High frequency
- first
- work
Week 7
To identify silent letters
Look out for the silent letters together – investigate the history of the words to see why they are there
- artistically
- acquire
- government
- thistle
- knight
- comb
- succumb
- yacht
- pneumonia
- mortgage
High frequency
- that’s
- mouse
Week 1
To identify silent letters
Look out for the silent letters together – investigate the history of the words to see why they are there
- receipt
- asthma
- plague
- sword
- drought
- rhyme
- knot
- subtle
- parliament
High frequency
- something
- still
Week 2
To recognise spellings that change nouns to verbs
The nouns end in –ce and verbs end in -se
- device
- devise
- evaporate
- evaporation
- licence
- license
- practise
- practice
- prophecy
- prophesy
High frequency
- found
- live
Week 3
To compare endings that sound the same but are spelt differently
‘-able/-ably’ is used if there is a related word ending in ‘–ation’. ‘-able’ added straight on to words ending in –ce or –ge. ’-ible’ added onto root words with some ending removed.
- adorable
- adorably
- adoration
- applicable
- applicably
- application
- considerable
- considerably
- consideration
High frequency
- soon
- night
Week 4
To compare endings that sound the same but are spelt differently
‘-able/-ably’ is used if there is a related word ending in ‘–ation’. ‘-able’ added straight on to words ending in –ce or –ge. ’-ible’ added onto root words with some ending removed.
- tolerable
- tolerably
- toleration
- changeable
- noticeable
- forcible
- legible
High frequency
- narrator
- small
Week 5
To compare endings that sound the same but are spelt differently
‘-ible/-ibly’ is used if the root word is not heard completely before the ending. ‘able’/’ably’ is used if the complete word is heard before.
- possible
- possibly
- horrible
- horribly
- terrible
- terribly
- visible
- visibly
- incredible
- incredibly
- sensible
- sensibly
High frequency
- couldn’t
- three
Week 6
To revise commonly misspelt wordsTo revise Maths terminology
Maths words Appropriate spelling list as devised by the teacher
- equivalent
- parallel
- perpendicular
- symmetry
- translation
- circumference
- intersecting
- rhombus
High frequency
- head
- king
Week 7
To revise commonly misspelt wordsTo revise Maths terminology
Appropriate spelling list as devised by the teacher High frequency
- town
- I’ve
Week 1
To identify words ending in “ious”
If the root word ends in ’ce’ or a soft sound, it is usually ‘–cious’. If a hard sound, usually ‘-tion’
- ferocious
- precious
- conscious
- nutritious
- malicious
- suspicious
- ambitious
- cautious
- fictitious
- infectious
- superstitious
- anxious (exception)
High frequency
- around
- every
Week 2
To compare words ending in “cial” and “tial”
‘-cial’ is common after a vowel letter and ‘–tial’ after a consonant letter
- beneficial
- influential
- partial
- confidential
- essential
- torrential
- provincial
- consequential
- financial
- initial
- commercial
High frequency
- garden
- laughed
Week 3
To identify when we use ‘ent’, ‘ence’ or ‘ency’
‘-ent’, ‘-ence’ and ‘–ency’ after a soft ‘c’ or soft ‘g’ or ‘qu’
- innocent
- innocence
- decent
- decency
- frequent
- frequency
- independent
- independence
- obedient
- obedience
High frequency
- let’s
- suddenly
Week 4
To explain when words can end in ‘ation’
Look for related words with an ‘a’ sound or those that can end in ‘–ation’ for –ance, –ancy and -ant words.
- observant
- observance
- expectant
- hesitant
- hesitancy
- tolerant
- tolerance
- Substance
- hesitation
- toleration
High frequency
- another
- great
Week 5
To explain when we add suffixes
The ‘r’ is doubled if the ‘fer ‘is still stressed when the ending is added. If it is no longer stressed, it stays as a single ‘r’.
- referring
- referred
- referral
- preferring
- preferred
- transferring
- transferred
- reference
- referee
- preference
- transference
High frequency
- cried
- jumped
Week 6
To discuss words which contain ‘ei’ and ‘ie’
‘i’ before ‘e’ except after ‘c’ – although there are some exceptions
- efficient
- proficient
- pierce
- receipt
- deceit
- conceit
- experience
- achieve
- thief
- yield
High frequency
- because
- before
Week 1
To identify spellings with double letters
Look for the words that have two or three sets of doubles
- brilliant
- annoyed
- apparatus
- collection
- possessive
- channel
- skiing
- beginning
- aardvark
High frequency
- clothes
- place
Week 2
To identify spellings with double letters
Look for the words that have two or three sets of doubles
- community
- correspond
- exaggerate
- excellent
- necessary
- programme
- sufficient
- embarrass
- harass
- vacuum
High frequency
- mother
- window
Week 3
To recognise silent letters
Look at the history of these words – what languages have they evolved from?
- stalk
- rhythm
- succumb
- rhino
- salmon
- knick
- gnome
- write
- physical
High frequency
- morning
- queen
Week 4
To recognise silent letters
Look at the history of these words – what languages have they evolved from?
- aplomb
- wrinkles
- Suffolk
- wreck
- abscess
- plumber
- wrist
- knuckle
- yolk
- crumb
High frequency
- green
- different
Week 5
To discuss the use of hyphens
Hyphens are used to join words together. They are especially used to join prefixes that end in a vowel to root words that begin with a vowel.
- co-ordinate
- re-enter
- co-operate
- co-own
- anti-inflammatory
- de-emphasise
- co-inhabit
- co-education
Exceptions
- ex-wife
- self-evident
- all-inclusive
- cross-reference
- co-star
- anti-clockwise
High frequency
- which
- friends
Week 6
Class revision session
Appropriate spelling list as devised by the teacher High frequency
- there’s
- looking
Week 1
To compare a variety of suffixes
Suffixes change the part of speech of a word – can the children discuss the change in form and spot the root word?NB Some root words are altered slightly for the spelling
- determined
- criticise
- curiosity
- definite
- equipment
- equipped
- explanation
- existence
- government
- marvellous
- lightning
High frequency
- better
- across
Week 2
To compare a variety of suffixes
Suffixes change the part of speech of a word – can the children discuss the change in form and spot the root word?NB Some root words are altered slightly for the spelling
- opportunity
- sufficient
- sincerely
- signature
- sacrifice
- pronunciation
- hindrance
- immediately
- dictionary
- competition
- frequently
High frequency
- floppy
- really
Week 3
To discuss suffixes that sound like ‘shun
Generally the suffixes are ‘-ion’ and ‘-ian’. The letters that come before this are either ‘t’ (the most common), ‘s’, ‘ss’ or ‘c’.If the root word ends in ‘t’ or ‘te’, it is usually ‘ion’.If the root word ends in ‘c’ or ‘c’, it is usually ‘cian’.If the root word ends in ‘ss’ or ‘mit’, it is usually ‘ssion’.If the root word ends in ‘d’ or ‘se’, it is usually ‘sion’.
- expression
- musician
- celebration
- consideration
- collision
- possession
- politician
- magician
- imagination
- inspiration
- division
High frequency
- please
- thing
Week 4
Sats revision
Week 5
Sats week
Week 6
To identify a range of prefixes
- recommend
- revisit
- disapprove
- disgrace
- misunderstand
- incomprehensible
- imperfection(NB suffix ending too)
- interconnected
- unimaginable
- undiscovered
High frequency
- stopped
- lived
Week 1
To explain when spelling words containing ‘ie’ and ‘ei’
Think about how some of these words go against the ‘i’ before ‘e’ except after ‘c’ rule – why? Look to the sounds or origin of words.
- achieve
- ancient
- convenience
- foreign
- neighbour
- variety
- conscience
High frequency
- rabbit
- white
Week 2
To explain when spelling words containing ‘ie’ and ‘ei’
Think about how some of these words go against the ‘i’ before ‘e’ except after ‘c’ rule – why? Look to the sounds or origin of words.
- conceive
- cashier
- transceiver
- perceive
- concierge
- forfeit
- science
High frequency
- suddenly
- choices
Week 3
Rhos y Gwaliau
Week 4
To compare the history of a range of spelling words
Children look at the words from this week’s spellings and choose a couple to investigate – can they find the history of the words, similar words, similar meanings, similar spellings?
- prejudice
- recognise
- awkward
- category
- disastrous
- identity
- persuade
- privilege
- temperature
- twelfth
- vegetable
- vehicle
High frequency
- coming
- he’s
Week 5
To compare the history of a range of spelling words
Children look at the words from this week’s spellings and choose a couple to investigate – can they find the history of the words, similar words, similar meanings, similar spellings?
- available
- average
- bargain
- cemetery
- controversy
- develop
- environment
- especially
- forty
- individual
- interfere
- interrupt
High frequency
- river
- liked
Week 6
To compare the history of a range of spelling words
Children look at the words from this week’s spellings and choose a couple to investigate – can they find the history of the words, similar words, similar meanings, similar spellings?
- occupy
- occur
- profession
- relevant
- secretary
- signature
- suggest
- thorough
- variety
High frequency
- giant
- looks