Week Spelling Rule Spelling Words (taught in class and ... and... · Week 4 Using the prefixes: re- , sub-, inter-, super-, anti-, auto- Pupils need to understand that prefixes are

Spelling: Overview Planning for Year 3 and Year 4 (2018-2019) First time rule appears Second time rule appears Common misconception spellings from Y3/4 word list

Autumn 1

Week Spelling Rule Spelling Words (taught in class and provided for Home

Learning) Week 1 N/A- Inset Days N/A- Inset Days Week 2 The /^/ sound spelt ‘ou’

Pupils need to distinguish the spellings of these words where ‘ou’ has been used from words where ‘ou’ provides a different sound: e.g. ‘young’ and ‘cough’.

young, younger, touch, double, trouble, troubled, country

Week 3 Using the prefixes: un-, dis- and mis- Pupils need to understand that prefixes are added to root words to change the meaning of the root word (e.g. happy-unhappy). Pupils also need to understand that, typically, when the prefix is added to the word, the spelling of the root word remains unchanged. In the case of un-, dis- and mis-, the addition of these prefixes changes the root word to the opposite meaning.

disappoint, disagree, disobey, disinterest misbehave, mislead, misspell unhappy, uncertain

Week 4 Using the prefix: in- Pupils need to understand that prefixes are added to root words to change the meaning of the root word (e.g. adequate- inadequate). Pupils also need to understand that, typically, when the prefix is added to the word, the spelling of the root word remains unchanged. In this case, the prefix ‘in-‘ means ‘not’

inactive, incorrect, inadequate, inaccurate, insecure, inappropriate

Week 5 Using the prefixes: il-, im- and ir- Pupils need to understand that prefixes are added to root words to change the meaning of the root word. In the case of root words starting with ‘l’, the prefix used is ‘il’ In the case of root words starting with ‘p’, the prefix used is ‘im’ In the case of root words starting with ‘r’, the prefix used is ‘ir’

illegal, illegible, illogical immature, immortal, impossible, impatient, imperfect irrelevant, irregular, irresponsible

Week 6 The /I/ sound spelt ‘y’ elsewhere than at the end of words Pupils need to understand that the ‘y’ placed elsewhere other than at the end of words, creates the ‘I’ sound.

myth, gym, Egypt, pyramid, mystery

Week 7 Recap of Autumn 1 Spelling Rules Class teacher to select the rules that require reviewing from this half term. These spelling rules will be reviewed within class. Challenge key word spellings/common misconceptions Half Term Home Learning- all spellings from Autumn 1.

Revision: trouble, country, disagree, misspell, inaccurate, immature, irrelevant, irresponsible, myth, mystery Common misconceptions: island- silent letter address- double d, double s calendar- ar not er ending circle- ‘c’ for /s/ sound

Autumn 2


Learning) Week 1 Words with /s/ sound spelt ‘sc’ (Latin origin words)

Pupils need to understand that these words originated from Latin words. In this case, the ‘sc’ spelling is pronounced ‘s’ (e.g. ‘science’).

science, scene, discipline, fascinate, crescent

Week 2 Words with the /ei/ sound spelt ‘ei’, ‘eigh’ or ‘ey’ Pupils need to understand that there are three different variations of spellings for the same /ei/ sound.

vein weigh, eight, neighbour they, obey, disobey

Week 3 Words with the suffix ‘-ation’ Pupils need to understand that suffixes add to root words change the WORD CLASS of the root word (e.g. inform = verb – information = noun). It is important that pupils know that words ending in –ation are nouns.

information, adoration, sensation, preparation, admiration, concentration, deliberation, vibration

Week 4 Words with the suffix ‘-ly’ Pupils need to understand that suffixes add to root words change the WORD CLASS of the root word (e.g. sad = adjective – sadly = adverb). It is important that pupils know that words ending in –ly are adverbs. –ly- is usually added straight onto the root word.

sadly, completely, totally, unusually, finally, actually, particularly, differently, separately

Week 5 Exceptions of the ‘words with the suffix –ly’ Pupils need to understand that suffixes add to root words change the WORD CLASS of the root word (e.g. sad = adjective – sadly = adverb). It is important that pupils know that words ending in –ly are adverbs. –ly- is usually added straight onto the root word. However, there are exceptions: 1. If the root word ends in ‘y’-, the ‘y’ is changed to ‘I’ 2. If the root word ends in ‘le’- the ‘le’ is changed to ‘ly’ 3. If the root word ends in ‘ic’- ‘ally’ is added to the end

1. happily, angrily, busily 2. gently, simply, humbly, nobly 3. basically, frantically, dramatically occasionally

Week 6 Words with endings sounding like /ʒə/ Pupils need to understand that words ending in ‘-sure’ or ‘-ture’, produce the same ending sound.

measure, treasure, pleasure creature, furniture, picture, nature, adventure

Week 7 Recap of Autumn 2 Spelling Rules Class teacher to select the rules that require reviewing from this half term. These spelling rules will be reviewed within class. Challenge key word spellings/common misconceptions Christmas Holiday Home Learning- all spellings from Autumn 2.

Revision: science, fascinate, information, preparation, completely, separately, particularly, happily, basically, occasionally, measure, creature, Common misconceptions: answer- silent letter ‘w’ grammar- ‘ar’ not ‘er’ ending fruit- silent letter ‘I’ February- silent letter ‘r’

Spring 1


Learning) Week 1 Words with ‘-sion’ endings

Pupils need to understand the sound associated with this spelling. They also need to identify that all words ending with ‘-sion’ are likely to be nouns.

division, invasion, confusion, decision, collision, television, occasion, possession

Week 2 Words with the /ʃ/ sound spelt ch Pupils need to understand that the ‘ch’ spelling can have a different sound when used within words of French origin.

chef, chalet, machine, brochure, chandelier, charade, chaperone, moustache, parachute

Week 3 Words with the ‘ea’ sound Pupils need to recognise the ‘ea’ sound within a range of words and distinguish this spelling of the sound from others.

appear, disappear, breath, breathe, early, earth, heard, heart, tearful

Week 4 Homophones and near homophones Pupils need to understand the premise of homophones as words that sound the same but are spelt differently and have different meanings. Pupils can be taught to distinguish homophones from homonyms. When teaching homophones, it is important to teach the different definitions of both words within the homophone pairing.

accept/except affect/effect ball/bawl grate/great groan/grown scene/seen weather/whether

Week 5 Words with the ‘ou’ or ‘ough’ sound Pupils need to recognise the ‘ou’ sound within a range of words and distinguish this spelling of the sound from others.

group, grouping, thought, through, though, although, throughout

Week 6 Recap of Spring 1 Spelling Rules Class teacher to select the rules that require reviewing from this half term. These spelling rules will be reviewed within class. Challenge key word spellings/common misconceptions Half Term Home Learning- all spellings from Spring 1.

invasion, possession, occasion, division, brochure, parachute, appear, breathe, except, grate, whether, thought, although Common misconceptions: guard- silent letter ‘u’ height- eigh sound medicine- /s/ sound for ‘c’ spelling occasion- double c, singular s

Spring 2


Learning) Week 1 Homophones and near homophones

Pupils need to understand the premise of homophones as words that sound the same but are spelt differently and have different meanings. Pupils can be taught to distinguish homophones from homonyms. When teaching homophones, it is important to teach the different definitions of both words within the homophone pairing.

mail/male rain/reign/rein peace/piece missed/mist peace/piece

Week 2 Words with the /k/ sound spelt ‘ch’ Pupils need to understand that these words are often Greek in origin. When teaching this rule, refer back to the Spring 1, Week 2 rule.

scheme, chorus, echo, character, chemist, echoing, chemistry

Week 3 Words where suffixes have been added with vowel letters to words with more than one syllable Pupils need to be able to distinguish between words where there is a doubling of a letter when the suffix is added and where the doubling of the letter is not required.

forgetting, forgotten, beginning, beginner, prefer, preferred gardening, gardener, limiting, limited, limitation

Week 4 Using the prefixes: re- , sub-, inter-, super-, anti-, auto- Pupils need to understand that prefixes are added to root words to change the meaning of the root word. Pupils also need to understand the meaning of the prefixes that are being added to root words: Re- means again or back Sub- means under Inter- means between or among Super- means above Anti- means against Auto- means self or own

- redo, refresh, reappear, redecorate - subheading, submarine, submerge - interact, international, interrelated - supermarket, superman, superstar - antiseptic, anticlockwise, antisocial - autobiography, autograph

Week 5 Rule 1: Words with the /g/ sound ending ‘gue’ and the /k/ sound spelt ‘que’ (Words of French origin) Pupils need to understand that the origin of these words is often French. Rule 2: Busy and Business Pupils should be taught that busy + ness changes the ‘y’ to ‘I’ to form business.

league, tongue, unique, antique busy, business

Week 6 Recap of Spring 2 Spelling Rules Class teacher to select the rules that require reviewing from this half term. These spelling rules will be reviewed within class. Challenge key word spellings/common misconceptions Easter Holiday Home Learning- all spellings from Spring 2.

Revision: mail, male, reign, rein, echo, scheme, chemist, forgotten, beginner, beginning, reappear, submarine, international, antisocial, autograph Common misconceptions: woman/women- singular vs plural quarter- silent ‘r’ separate- ‘ar’ rather than ‘er’ recent- ‘c’ spelling for ‘s’ sound

Summer 1


Learning) Week 1 Words with the suffix –ous

Pupils need to understand that suffixes add to root words change the WORD CLASS of the root word (e.g. poison = noun – poisonous = adjective). For adding –ous, sometimes there is an obvious root word where –ous can be added. At other times, the root word is not obvious and the –ous forms part of the root word. Rule 1: -ous added to the obvious root word Rule 2: no obvious root word where –ous is added Rule 3: -our words change end of the root word to –or before –ous is added. Rule 4: if a root word ends in ‘e’, the ‘e’ must be kept before the –ous is added. Rule 5: if there is an /i/ sound before the ‘-ous’, then it sometimes stays as an ‘I’ but can change to ‘e’

1. poisonous, dangerous, mountainous 2. tremendous, enormous, jealous 3. humorous, glamorous, vigorous 4. courageous, outrageous 5. serious, obvious, curious, hideous, spontaneous, courteous

Week 2 Words with ‘-sion’ endings Pupils need to understand the sound associated with this spelling. They also need to identify that all words ending with ‘-sion’ are likely to be nouns.

division, invasion, confusion, decision, collision, television, occasion, possession

Week 3 Words with ‘-tion’ endings Pupils need to understand the sound associated with this spelling. They also need to identify that all words ending with ‘-tion are likely to be nouns.

invention, injection, action, hesitation, completion, complete, experiment, experimentation, medication, position, question Exception: attention, intention

Week 4 Words with ‘-ssion’ endings Pupils need to understand the sound associated with this spelling. They also need to identify that all words ending with ‘-ssion are likely to be nouns. -ssion endings are used if the root word ends in –ss or -mit

express, expression, discuss, discussion, confess, confession, permit, permission, admit, admission

Week 5 Words with ‘-cian’ endings Pupils need to understand the sound associated with this spelling. They also need to identify that all words ending with ‘-ssion are likely to be nouns. -cian endings are used if the root word ends in –c or -cs

musician, electrician, magician, politician, mathematician

Home Learning

Recap of Summer 1 Spelling Rules Challenge key word spellings/common misconceptions Half Term Home Learning- all spellings from Summer 1.

e.g. poisonous, dangerous, courageous, spontaneous, possession, occasion, confusion, decision, invention, completion, medication, attention, expression, permission, musician, mathematician, politician Common misconceptions: possess- two double ss occasion- double cc and singular s sentence- /s/ sound for ‘c’ spelling imagine- /j/ sound for ‘g’ spelling

Summer 2


Learning) Week 1 The /^/ sound spelt ‘ou’

Pupils need to distinguish the spellings of these words where ‘ou’ has been used from words where ‘ou’ provides a different sound: e.g. ‘young’ and ‘cough’.

young, younger, touch, double, trouble, troubled, country

Week 2 Challenge key word spellings/common misconception words The spellings within this section feature in the World List for Year 3 and 4 but are considered challenge spellings for differing reasons. To be taught to pupils using rote rehearsal and spelling games.

island- silent letter address- double d, double s calendar- ar not er ending circle- ‘c’ for /s/ sound different- silent ‘e’ eighth- th sound at end favourite- silent ‘ou’

Week 3 Words with the suffix ‘-ation’ Pupils need to understand that suffixes add to root words change the WORD CLASS of the root word (e.g. inform = verb – information = noun). It is important that pupils know that words ending in –ation are nouns.

information, adoration, sensation, preparation, admiration, concentration, deliberation, vibration

Week 4 Possessive apostrophe for plural words Pupils need to understand that if a the word is possessive (i.e. something belongs to the singular noun) the apostrophe is placed before the s. If the word is plural and something belongs to this plural noun, the apostrophe is placed after the s.

Singular possession: girl’s, boy’s, mice’s, shop’s Plural possession: farmers’ teachers’

Week 5 Words with endings sounding like /ʒə/ Pupils need to understand that words ending in ‘-sure’ or ‘-ture’, produce the same ending sound.

measure, treasure, pleasure, pressure creature, furniture, picture, nature, adventure

Week 6 Words with the suffix ‘-ly’ Pupils need to understand that suffixes add to root words change the WORD CLASS of the root word (e.g. sad = adjective – sadly = adverb). It is important that pupils know that words ending in –ly are adverbs. –ly- is usually added straight onto the root word.

sadly, completely, totally, unusually, finally, actually, particularly, differently, separately

Week 7 Recap of Summer 2 Spelling Rules Challenge key word spellings/common misconceptions

Revision: young, tough, country, information, deliberation, farmers’ measure, picture, particularly, separately Common misconceptions: accident- double cc spelling knowledge- ‘dge’ spelling increase- ea spelling potatoes- es ending

Weekly Spelling Plan: Year 3

To be used in conjunction with ‘Spelling Overview Plan for Year 3 and Year 4’

This planning template will require updating on a weekly basis (with the spelling rule to be taught for the week). Spelling will be taught within the 15 minute SPAG section of the timetable. Handwriting will be incorporated into these sessions and handwriting/spelling outcomes will be demonstrated within the handwriting book. Pupils will need to record within their handwriting book three times a week.

Day Activity

Day 1

1. Introduction of spelling rule for the week e.g. The /^/ sound spelt ‘ou’ Pupils need to distinguish the spellings of these words where ‘ou’ has been used from words where ‘ou’ provides a different sound: e.g. ‘young’ and ‘cough’. 2. Sounding it out Pupils to sound out the key spelling and use mini-whiteboards to write graphemes. Pupils to sound out the phonemes/digraphs of words with the spelling rule. 3. Writing practice Pupils to practise writing out the key sound and then to write out the key spellings of the week on mini-whiteboards. Pupils to underline the key spelling within their writing. Value added by additional adult: TA and class teacher to circulate room to ensure that spellings are written correctly.

Day 2 Recorded in handwriting

books

1. Recap the spelling rule for the week using games MTYT, magic finger writing of the spelling rule sound, which word has the spelling rule? How many words can you think of with the spelling rule? 2. Modelling Teacher to model how to cursively write the key spelling rule on the board (e.g. ‘ou’) 3. Independent practice Pupils to practice writing out the key spelling rule in their handwriting books (e.g. ‘ou’) 4. Modelling and independent practice of 3 spelling words of the week and one sentence with the spelling words. Value added by additional adult: TA and class teacher to circulate room to ensure that spellings are written correctly and to offer intervention marking.


books

1. Recap the spelling rule for the week Pupils to TTYP and explain the spelling rule for the week, providing examples with words from the spelling list of the week. Intentional teacher miscues to check for understanding. 2. Modelling Teacher to model how to cursively write the key spelling rule on the board (e.g. ‘ou’)

3. Independent practice Pupils to practise writing out the key spelling rule in their handwriting books (e.g. ‘ou’) 4. Modelling and independent practice of 3 different spelling words of the week and one sentence with the spelling words. Value added by additional adult: TA and class teacher to circulate room to ensure that spellings are written correctly and to offer intervention marking.


books

1. Recap the spelling rule for the week Pupils to TTYP and explain the spelling rule for the week, providing examples with words from the spelling list of the week. Intentional teacher miscues to check for understanding. 2. Pupils to select their self-assessed most challenging spelling from the week and create a spelling quadrant for the word (mini-whiteboards) - Spelling - Rhymes with/sounds like - Drawing - Word within a sentence 3. Modelling and independent practice of selection of key words within a sentence- written into handwriting books. Value added by additional adult: TA and class teacher to circulate room to ensure that spellings are written correctly and to offer intervention marking.

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First 100 High Frequency Words Handwriting

Practise your weekly spelling words using cursive handwriting.

https://www.twinkl.co.uk/resources/literacy-phonics/letters-and-sounds/high-frequency-words

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were

come

house

to

we

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said

can

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he

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had

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asked

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Documents

Week Spelling Rule Spelling Words (taught in class and ... and... · Week 4 Using the prefixes: re- , sub-, inter-, super-, anti-, auto- Pupils need to understand that prefixes are