· Web viewRules/guidelines ‘Rules’ children have previously learnt in Y1: Children know most words simply add. s. Children know to add . es. if the word ends in a hissing,

Year 2Spelling

Scheme of Work

Year 2 Spelling Support

New Curriculum

New work for Y2 (J) Adding es to nouns and verbs ending in y

LO: To investigate and identify basic rules for changing the spelling of words ending in y, when s is added to change it from the singular to plural.

Old PNS references: SB Y2 T2 objective 9; SFS Y2 T2 (ii)

Rules/guidelines

‘Rules’ children have previously learnt in Y1: Children know most words simply add s. Children know to add es if the word ends in a hissing, buzzing or shushing sound when the final letter(s) are x, ch, sh, ss tch.

Development of rules introduced Y2:

Words ending in e, just add s.

Words ending in y, add s if the final letter is preceded by a vowel.

If not, change the y to i and add es.

Exemplar words which can be used as starting points for games, activities and investigations:

army armies boy boysberry berries ray raysjelly jellies delay delaysparty parties key keyscity cities monkey monkeyspenny pennies donkey donkeysbaby babies puppy puppiesfly flies lady ladiescopy copies reply repliescarry carries try tries

Whole - class approachesRevision: Explain terms singular and plural. Review prior learning for making words into a plural by simply adding s, e.g. table/ tables, girl/girls, dog/ dogs. Review adding es for hissing/ buzzing and sushing words, e.g. church, fox and dish. Children use ‘show me’ cards to add s/ es endings.

New learning: Ask the children if they know what happens when with a word like army. Establish the y changes to an i the we add es. Quick write activity: children practice changing words from singular to plural: carry, baby, city, lady…

Model group activityGive children cards with root words. Display chart with columns headed Add s/ Add es/ Change y to i and add es. Pairs discuss which suffix should be added and which column the card should be placed in. Proove it! Children discuss, explain rule, give reasons and agree. Begin to record word on chart. Introduce words ending in y where an s is simply added because the final consonant is preceded by a vowel, e.g. day, display and toy

Group activityChildren continue sorting activity working collaboratively.

Extension activityInvestigate plurals with words ending in f (ff add s; f or fe use ves).Investigate plurals that do not use s at all, e.g. children, men, women, teeth, oxen, geese, sheep, feet, deer, fish, mice, dice, lice, larvae, antennae etc…

Learning words: dictation routine


New Curriculum

New work for Y2 (K) Adding –ed, -ing, -er, and est to root words ending in consonant –y

Old PNS references: SB Y2 T2 objective 9; SFS Y2 T2 (ii)

Rules/guidelinesIf a word ends in consonant + y, change y to i before adding ed, er. Keep the y in place when adding ing to avoid double ii.

Exemplar words which can be used as starting points for games, activities and investigations:

Ending in consonant + y

ed ing er est

carry carried carrying carriermarry married marryingrely relied relyingspy spied spyingtry tried tryingfry fried fryingempty emptied emptying emptier emptiesthungry hungrier hungriestcopy copied copying copierhappy happier happiestmerry merrier merriestfunny funnier funniestmisty mistier mistiestnutty nuttier nuttiestsunny sunnier sunniestchilly chillier chilliestlucky luckier luckiestcrispy crispier crispiestfussy fussier fussiestbony bonier bonieststony stoniest stoniertidy tidied tidying tidier tidiest

N.B. the only ordinary words with ii are skiing and taxiing.

Whole -class Approaches

Group Activities



New Curriculum

New work for Y2 (L) Adding the endings ing ed er est and y to words ending in vowel consonant e

Old PNS references: SB Y3 T2 objective 8; SFS Y2T1 (II)

Rules / guidelinesThe e at the end of a root word is dropped before adding ing ed er est y or any other suffix beginning with a vowel.

Exemplar words which can be used as starting points for spelling games, activities and investigations:

Root word

y ed ing er est

shine shiny shone* shining shinershade shady shaded shadingsmoke smoky smoked smoking smokerflake flaky flaked flakingwave wavy waved wavingbrave braved braving braver bravestslime slimyscare scary scared scaring scarergrime grimynice nicer nicesthike hiked hiking hikerlive lived livinghope hoped hopingcare cared caring carershame shamed shamingtune tuned tuning tunerchange changed changing changerhate hated hating haterrude ruder rudestsafe safer safest

*N.B irregular verb tense

Rules/ guidelines:

When an a-e, e-e, i-e, o-e or u-e word has the y ending added to it, drop the e and add y . The long vowel sound stays the same. Think of the y as standing in for the e at the end of the original word.


smoke smoky flake flakyshade shady wave wavyshake shaky bone bonywhine whiny lace lacyshiny shiny Slime slimyrose rosy grime grimyscare scary scale scalyspine spiny

Rules: When an a-e, e-e, i-e, o-e or u-e word has the est ending added to it, drop the e and add est . The est replaces the e. The long vowel sound stays the same. Think of the est as standing in for the e at the end of the original word. Exemplar words which can be used as starting points for spelling games, activities and investigations:

cute cutest nice nicestlate latest rude rudestpure purest blue bluestclose closest safe safesttrue truest white whitestsore sorest lame lameststale stalest wise wisestable ablest large largestpale palest fine finestvile vilest wide widesttame tamest little littlestbare barest brave bravest

RulesWhen an a-e, e-e, i-e, o-e or u-e word has the er ending added to it, the er replaces the e. The long vowel sound stays the same. Think of the er as standing in for the e at the end of the original word.


ride rider skate skaterbake baker white whiterpoke poker glide glidercute cuter shake shakertame tamer hike hikerlater later smoke smokershine shiner snore snorer

drive driver close closer

RulesDrop the e and add ing. When an a-e, e-e, i-e, o-e or u-e word has the ing ending added to it, the ing replaces the e and the long vowel sound stays the same. Think of the ing as standing in for the e at the end of the original word.


ride riding hide hidingmake making skate skatinghope hoping choke chokingsliding sliding snore snoringbake baking hike hikingchase chasing poke pokingsmile smiling score scoringblame blaming glide gliding

RulesDrop the e and add ed. When an a-e, e-e, i-e, o-e or u-e word has the ed ending added to it, the ed replaces the e and the long vowel sound stays the same. Think of the ed as standing in for the e at the end of the original word.


hike hiked race racedhate hated bake bakedsmile smiled mine minedlive lived hope hopedchange changed arrive arrivedcare cared refuse refused

Whole class teaching

Group activitiesBeat your partner’s time: provide a range word cards (using word bank). Pupils take turns to group the cards into pairs, e.g. safe, safer; refuse, refused; bake baker etc…

Add a challenge – can you beat your partner’s time? Score a point for each correct set.

Score a bonus point for explaining the rules to your partner.

Score 2 bonus points for making a new word using a different suffix; choose from: ing, ed, er, est and y. Include blank cards. Example: safe/ safer/ safest


Year 2 new spelling

New work for Y2

(m) Adding -ing, -ed, -er, -est, and –y to words of one syllable ending in a single consonant after a single vowel letter, e.g. pat/ patting

Old PNS references: SB Y3T1 Ob 8 SFS Y3 T2 (ii)

Rule/guidelines: words with short vowels before the final letter - double the final letter before adding the suffix ing/er/est/ed and y.

Exemplar words which can be used in investigations, games and activities:

Root word ing ed er est yhop hopping hopped hopper hoppyrun running ran* runnershut shuttingchat chatting chatted chatter chattyclap clapping clapped clappershop shopping shopped shopperplan planning planned plannerrub rubbing rubbed rubber slippyslip slipping slippedfit fitting fitted fittertip tipping tippedbet bettingwin winning winnersit sitting sitterhot hotter hottestdrop dropping droppedgrab grabbing grabbedstop stopping stoppedhug hugging huggedbig bigger biggestthin thinning thinned thinner thinnestfat fatter fattest fatty

Whole class approaches

Draw a table with 3 columns and write the following verbs: hop, run, shut, clap, swim in the first column. Ask the children to add suffixes ed and ing to make root word past/ present tense.

Link with grammar work on tense, e.g. yesterday I hopped/ tomorrow I will be hopping.

Discuss what happens to the spelling. Can children spot a pattern? Highlight the double consonant and invite children to explain the convention. Draw out: there needs to be two consonant letters between a short vowel and a suffix beginning with a vowel/ y.

Talk partners/ white board activityUse list of additional verbs/ adjectives. Encourage children to generalise and add further examples.

Play human spellings Distribute root word/ range of additional consonants and ing/ ed suffixes. Invite children to group together to make ing / ed word.

Group ActivitiesMake a concertina book: children record personal experiences of activities, e.g. Yesterday I hopped like a rabbit / tomorrow I will be hopping like a kangarooYesterday I shopped at Tesco /tomorrow I will go shopping at SainsburysYesterday I planned my story opening/ tomorrow I will be planning the endingYesterday I travelled by car/ tomorrow I will be travelling by bus.

Investigate forming different versions of the same root word, using suffixes –er -est fill in a comparative matrix. Link with mathematics work on measures.

Root word (more )comparative (most) superlativethin thinner thinnestfat fatter fattestbig bigger biggestfit fitter fittest

Partner work: children learn to spell 5 comparative adjectives.

Learning words: dictation routine.

Year 2 new spelling

New work for Y2

(U) The suffixes –ment, -ness, -ful, and -less

Old PNS references: various Y2, Y3, Y4

Rules/guidelines: If a suffix starts with a consonant it is added straight onto most root words without any change to the last letter of these words.

Exceptions:(1) Argument(2) Root words ending in consonant y - change the y to i, e.g. happy/happiness


ment ness ful lesspayment hardness wishful tunelessenjoyment madness hopeful hopelesstreatment kindness sorrowful fearlesspunishment cleverness painful painlessannouncement braveness forgetful breathlessreplacement greatness hateful thanklessmeasurement sickness joyful uselessagreement darkness beautiful speechlessexcitement goodness careful endlessengagement quickness restfulshipment sadness useful

brightness hurtfulfastness wonderfulillness thankfulshyness boastful

Exceptionshappy/ happiness pity/ pitifulempty/ emptinessLonely/ loneliness

Whole class approachesDiscuss meaning of suffixes:full means full ofless means withoutness meansment means

Create a class collection of words ending in e.g. ful and talk about their meaning. Link to character/ idea in current class story. Encourage children to explain the rule when adding ful/ less/ ment /ness.

Pairs use ‘show me cards’ . Teacher shows a root word and asks children to show suitable suffixes, e.g. less/ful. Talk about the fact the root word usually needs no modification before adding lee/ ful, (unless it ends in a y). Discuss exceptions.

Group activitiesPlay matching card game – matching root word to a suffix (focus on one at a time before combining suffixes) less/ ful/ ment/ ness.

Use a card wheel – root word on the front wheel and suffix on the rear wheel. Create new words and discuss which words are real/ non words. Match words created to famous characters from well -known books.


Year 2 new spelling

New work for Y2

(V) Contractions

Old PNS references: SB Y3 T2 OBJ 14; SB Y3T2 OBJ 11; SB Y4 T3 Objective 10; SFS Y4 T3 (I)

Rules/ conventions: In contractions the apostrophe shows where the letter(s) would be if the words

were written in full, e.g. can’t/ cannot.

It’s means: it is/ it has – it’s been raining/ it has been raining

It’s is never used for the possessive

Contractions are used in more informal language

Exemplar words (verbs and pronouns) which can be used in investigations, games and activities:

do not don’t I would I’d it is/ has it’scannot can’t I have I’ve there is there’sis not isn’t I will I’ll you are you’redoes not doesn’t I am I’m we are we’rewill not won’t she is/ has she’s they are they’reI had I’d he is/ has he’s are not aren’t


Explain/ teach/ model the use of the apostrophe explaining that the apostrophe represents missing letter(s). Demonstrate using magnetic letters, replacing magnetic letters with the apostrophe. Show a selection of words in their full form. Invite partners to contract the words, using white boards and magnetic letters.

Talk partners: say a sentence containing the full form a word. Partner repeats the sentence using the contracted version of the word. What is the effect? Why might we want to use contractions? Emphasise use in informal writing/ dialogue/ newspaper headlines.

Demonstrate writing a couple of sentences, emphasising the apostrophe replaces the missing letter(s)

Group activities

Word hunt: children search for and collect examples of contracted words. Discuss what the full form of the word is and record both versions.

Collect newspaper headlines and write out the headline using the expanded version of the contracted word(s).

Play pairs/ snapChildren work in pairs - (A) writes 2 sentences using contracted form/ their partner (B) writes the sentence using the full form version of the words.

Learning new words: dictation routine

The special case of its and it’s

Whole class teach

Explain the special case of it’s and its.- it’s means it is or it has-its means belonging to it

Using flash cards for it’s and its, play ‘show me’. Say a sentence and ask the children to hold up the correct version. It’s raining today. The cat licked its paws.Sample sentences:

…..a lovely day. Whose coat is this? … mine. The elephant squirted water out of …trunk. The dog shook …wet fur. The cat chased … tail. The book has lost …page. …Harry’s birthday today.

Group activities

Word hunt: find examples of its and it’s in a given text and explain if it is its belonging to it or a shortened version of it is.

Relay race:

Divide the class into 5 teams and sit in a line facing a board. In turn, child comes up to board and fills in correct version of it/ its (using exemplar sentences above). Each correct version scores 1 point. Team scores bonus point for finishing first, second, third etc… Pull name out of a hat and score a bonus point for explaining the difference between its and it’s.

Play snap with four pairs of cards it is/ it’s/ its /belonging to it.


Year 2 new spelling

New work for Y2

The possessive apostrophe - single nouns

Old PNS references: N/A

Rules/ conventions: Add an apostrophe + s to show it belongs. Exemplar words which can be used in investigations, games and activities:John’s, Ravi’s , the girl’s, the boy’s the man’s, the cat’s etc…

Whole class approachesExplain - we add apostrophes +s to nouns to make them show possession, e.g. the cat’s tail, the dog’s fur, the boy’s ball….

Use a mnemonic to help children remember: If an item belongs to a noun, an apostrophe belongs to the noun, too

Teach, model and explain while playing: Who’s is this?

Collect items, for example pens, rulers, spectacles, gloves, hats, balls or coats …, from each pupil in the class. Tell the children that they have to remember who each item belongs to before placing them into a big bag. Divide the class into teams of five. Tell the class that you will pull an item out of the bag, but the owner of the item must remain silent. Pull an item out of the bag and ask, "Whose is this?" The first person to correctly identify whose item it is and orally compose a grammatically correct sentence such as, "It is Paula's coat," wins one point for her team. Teacher models writing the pupil’s oral sentence, adding final s and inserting the apostrophe. Hand the item to its owner and pull another item from the bag. Continue in this way until all the items are gone. As you work through the activity, gradually, move from teacher modeling to scribing to supported composition, involving the children in writing the sentence: adding the final s and insert an apostrophe for possession.

Group activities

Scavenger Hunt

Children work in pairs and write 4 labels that they will stick to applicable objects around the room (singular nouns). Labels might say,

o This coat belongs to Lisa.

o This desk belongs to Ms .Appleton

o This cage belongs to the hamster.

o This lunch box belongs to Ahmed.

Work in pairs, children find four hidden labels around the room and write down a statement in the possessive form corresponding to each label. For example, for the examples stated above, students should write "Ms. Appleton's desk."/ "Ahmed’s lunch box." etc…

Group make and play own memory game – match caption pairs (include photograph visuals of the children for support).

It is Ahmed’s lunch box/ Ahmed’s lunch box.

It is Tanvir’s ball/ Tanvir’s ball.

This is Lilly’s mum/ Lilly’s mum.

This is John’s grandad/ John’s grandad.


Year 2 new spelling

New work for Y2

(y) homophones and near homophones

Old PNS references: SB Y5 T2 OBJECTIVE 6

Rules/ conventions: Homophones are words that sound the same but have different spellings and meanings.


read / red steel / steal tour / tore rose / rows weather / whether mist / missed hi / high cereal / serial scent / cent / sent bread / bred dye / die Board / bored

not / knot site / sight higher / hire mind / mined sawed / sword would / wood break / brake tire / tyre

heard / herd some / sum air / heir groan / grown piece / peace none / nun allowed / aloud road / rowed be / B / bee root / route whale / wail so / sew / sow

he'll / heal / heel flower / flour toes / tows soul / solewhich / witch bear / bare deer / dear bite / byte


Invite children to explain what Homophones are – draw out words that sound alike but are spelled differently and have different meanings. For example, “toad” and “towed” are homophones. Invite children to give more examples and discuss different meanings and spelling but same sound. Explain we are going to start a class book of homophones and encourage children to add to it over time.

Discuss the importance of being able to distinguish the different spelling and difference in meaning when it comes to writing and choose the correct spelling of the word. If they don’t, their writing will not make sense.

Invite TP to generate a sentence(s) including two homophones, e.g. Would you like a recorder made of wood?

Pairs compose a sentence and write on their white board using homophobe pairs: male/mail, sun/son, toes and tows, toad and towed be/bee and witch/which.

(A) Explain to your partner what a homophone is.Partner (B) tell your partner at least 3 pairs of homophones.

Group activities

Homophone Matching Game

Pupils make a homophone matching game. Make a list of homophones, such as son and sun, meet and meat or rose and rose. Next, draw or use clip art to create a picture of each written homophone. For example, children could draw a picture of two people meeting on one card and a piece of meat on the other. Pupils must find matching homophone pictures to create a match.

Pairs of homophones in a sentence.

For example, “The maid made up the bed.” “Jennifer ate eight slices of pizza!”

Make homophone posters

Homophone comic strip

Ask students to create a comic strip using homophones, children could use the website Read Write Think for comic strip layout. Give each child a homophone or set of homophones that s/he must use in his/her comic. When students have completed their project, invite them to share their comic with the class.

Homophone Context Clues

Create context clues to determine the correct homophone being used in a sentence.

Homophone Presentations

Pupils take on the role of teacher with homophone presentations. Group pupils into 4s and assign each group a homophone set. Challenge each member/ pair to find engaging methods for presenting their homophones to the class. Suggest humorous skits, colorful posters using ICT/ art materials.

Homophone concentration games

Place homophone cards face down on the table (word/ picture). Students take turns turning over two cards at a time with the goal of finding a homophone pair. They’ll have to remember the location of each card as they try to pick out a pair of homophones. Once they’ve identified a pair, they keep the two cards. The student with the most pairs is the winner.


Documents

· Web viewRules/guidelines ‘Rules’ children have previously learnt in Y1: Children know most words simply add. s. Children know to add . es. if the word ends in a hissing,