Core Collaborative Group: Bentley Heath, Berkswell,...
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Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.1
Year 6 Planning
Term Spelling
Grammar and punctuation
Terminology
YE
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ON
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& R
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Words ending in -able & -ible The –able ending is far more common than the –ible
ending. As with –ant and –ance/–ancy, the –able ending is used
if there is a related word ending in –ation. If the –able ending is added to a word ending in –ce or –
ge, the e after the c or g must be kept as those letters
would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending.
The –able ending is usually but not always used if a complete root word can be heard before it, even if there is
no related word ending in –ation. The first five examples
opposite are obvious; in reliable, the complete word rely is heard, but the y changes to i in accordance with the rule.
The –ible ending is common if a complete root word can’t be heard before it but it also sometimes occurs when a
complete word can be heard (e.g. sensible). Example words:
possible, horrible, terrible, visible, incredible, sensible
dependable, comfortable, understandable, reasonable, enjoyable, reliable
changeable, noticeable, forcible, legible adorable (adoration), applicable (application), considerable
(consideration), tolerable (toleration)
S4S - Use what is known about prefixes & suffixes to
transform words. p. 97-100
GRW- Investigate connective words & phrases incl. thesaurus work p.130
CPF – Unit 16 Grammar – Coordinating, contrasting &
subordinating conjunctions (L.5)
CPF – Unit 26 Grammar – Subject – verb agreement(L.6)
GRW- Paragraph structure analysis p.144
Prefix Suffix
Root Word Connective
Conjunction Subject
Verb
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.2
YE
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UT
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N 1
- N
EW
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AC
HIN
G F
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M N
EW
FR
AM
EW
OR
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Revise Develop Independent Spelling Strategies Unit
S4S Y6 p.89 to start the year
CPF – Unit 55 Spelling (& Punctuation) – Edit &
improve your work (L.5) – Useful introductory activity
Endings which sound like /ʃəs/ spelt –cious or –tious
–tious Not many common words end like this.
If the root word ends in –ce, the /�/ sound is usually spelt as c – e.g. vice – vicious, grace – gracious, space – spacious, malice – malicious. Example words: vicious, precious, conscious, delicious,
malicious, suspicious
ambitious, cautious, exception: anxious
Endings which sound like /ʃəl/ -cial, -tial –cial is common after a vowel letter and –tial after a
consonant letter, but there are some exceptions.
Exceptions: initial, financial, commercial, provincial (the spelling of the last three is clearly related to finance,
commerce and province). Example words: official, special, artificial, partial,
confidential, essential
Use of the passive voice to affect the presentation of
information in a sentence (e.g. I broke the window in the
greenhouse versus The window in the greenhouse was broken) GRW- Active & passive verbs p.128
GFW- How active & passive affect word order & sense p.128 GFW- Revisit active & passive verbs p.136
CPF – Unit 29 Grammar – Active & passive (L.6)
Expanded noun phrases to convey complicated
information concisely (e.g. the boy that jumped over the fence is over there, or the fact that it was raining meant the end of
sports day CPF – Unit 28 Grammar –Classifying nouns (L.6)
Active and passive voice
Subject and object
Noun phrases Passive voice
Synonym Antonym
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.3
YE
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Words with the /i:/ sound spelt ei after c
The ‘i before e except after c’ rule applies to words where
the sound spelt by ei is /i:/. Exceptions: protein, caffeine, seize (and either and neither if pronounced with an initial /i:/ sound). Example words: deceive, conceive, receive, perceive,
ceiling
GRW- Complex sentences p.132
GFW- More sophisticated punctuation marks p.132
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.4
YE
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G F
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Words ending in –ant, –ance/–ancy, –ent, –ence/–
ency
Use –ant and –ance/–ancy if there is a related word with a /æ/ or /e�/ sound in the right position; –ation endings are
often a clue. Example words: observant, observance, (observation),
expectant (expectation), hesitant, hesitancy (hesitation),
tolerant, tolerance (toleration), substance (substantial)
Use –ent and –ence/–ency after soft c (/s/ sound), soft g (/d�/ sound) and qu, or if there is a related word with a
clear /�/ sound in the right position. Example words: innocent, innocence, decent, decency,
frequent, frequency, confident, confidence (confidential
There are many words, however, where the above guidelines don’t help. These words just have to be learnt.
Example words: assistant, assistance, obedient, obedience, independent, independence
Adding suffixes beginning with vowel letters ending in –fer
The r is doubled if the –fer is still stressed when the ending is added The r is not doubled if the –fer is no longer
stressed. Example words: referring, referred, referral, preferring,
preferred, transferring transferred
reference, referee, preference, transference
Use of the hyphen Hyphens can be used to join a prefix to a root word,
especially if the prefix ends in a vowel letter and the root
word also begins with one. Example words: co-ordinate, re-enter, co-operate, co-own
CPF – Unit 52 Spelling –Common suffixes (L.4)
Layout devices, such as headings, sub-headings, columns,
bullets, or tables, to structure text
How hyphens can be used to avoid ambiguity (e.g. man
eating shark versus man-eating shark, or recover versus re-cover)
Use of the colon to introduce a list
Punctuation of bullet points to list information
Subject and object
Hyphen
Bullet points Synonym
Antonym Suffix
Colon
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.5
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Verb prefixes (eg: dis-, de-, mis-, over- and re-)
Verb
Prefix
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Homophones and other words that are often confused
In these pairs of words, nouns end –ce and verbs end –se.
Advice and advise provide a useful clue as the word advise (verb) is pronounced with a /z/ sound – which could not be
spelt c. Example words|: advice/advise device/devise
licence/license
practice/practise prophecy/prophesy
eligible: suitable to be chosen or elected illegible: not legible (i.e. unreadable)
affect: usually a verb (e.g. The weather may affect our plans.) effect: usually a noun (e.g. It may have an effect on our plans.). If a verb, it means ‘bring about’ (e.g. He will effect changes in the running of the business.).
Example words: past: noun or adjective referring to a
previous time (e.g. In the past) or preposition or adverb showing place (e.g. he walked past me)
passed: past tense of the verb ‘pass’ draft: noun – a first attempt at writing something; verb – to
make the first attempt; also, to draw in someone (e.g. to draft in extra help) draught: a current of air (e.g. I passed him in the road)
Linking ideas across paragraphs using a wider range of
cohesive devices: semantic cohesion (e.g. repetition of a
word or phrase), grammatical connections (e.g. the use of adverbials such as on the other hand, in contrast, or as a consequence), and ellipsis CPF – Unit 20 Grammar –Linking across paragraphs (L.5)
CPF – Unit 22 & 23 Grammar – Using complex sentences to
extend, link & develop ideas (L.6) CPF – Unit 39 Punctuation – ellipsis (L.5)
Use of the semi-colon, colon and dash to mark the
boundary between independent clauses (e.g. It’s raining; I’m fed up.)
CPF – Unit 40 Punctuation –semi-colons & colons (L.5)
Subject and object
Colon,
Semi-colon Clauses
Synonym Antonym
Dash
Homophone Noun
Adjective Verb
Paragraph Semantic
cohesion
Grammatical
connection
Adverbial Ellipses
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.6
YE
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Words with “silent” letters (i.e. letters whose
presence cannot be predicted from the pronunciation
of the word) Some letters which are no longer sounded used to be
sounded hundreds of years ago: e.g. in knight, there was a /k/ sound before the /n/, and the gh used to represent the
sound that ‘ch’ now represents in the Scottish word loch. Example words: doubt, island, lamb, solemn, thistle, knight
S4S – Y6 Spelling unstressed vowels in polysyllabic words
p.95
Synonyms & antonyms
Synonym
Antonym
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Revision according to needs of the class using word
list Year 5 and 6
The difference between vocabulary typical of informal
speech and vocabulary appropriate for formal speech and writing (e.g. said versus reported, alleged, or claimed in formal
speech or writing)
CPF – Unit 70- Formal & informal writing (L.6)
The difference between structures typical of informal speech and structures appropriate for formal speech and
writing (such as the use of question tags, e.g. He’s your friend,
isn’t he?, or the use of the subjunctive in some very formal writing and speech)
(link to text work) GRW- Formal, official language p.138
CPF – Unit 21 Grammar – Coherence & accuracy in spoken &
written communication (L.6)
Subject and object
Subjective Formal/Informal speech
Synonym
Antonym
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.7
YE
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Converting nouns or adjectives into verbs using
suffixes
(eg –ate; -ise; -ify) S4S- Revise & use word roots, prefixes & suffixes as support
for spelling. P. 102-104
Prefix
Suffix
Noun Adjective
Word Root
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More complex prefixes and suffixes e.g
CPF Unit 56 & 60 – Spelling – Inflectional endings (L.5)
CPF – Unit 59 Spelling– Exploring complex word families (L.6)
CPF- Level 5/6 Unit 61 and 62
Al, af, ap, ir, il, ad, ag, as, tion, ism, ise, ed, est, like, ness, ist,
Revision for SATS/ GAPS
GFW- Revise word classes p.126 GFW- Conditionals & hypotheses p.142
GFW- Revise language conventions & grammatical features of texts across genres p.146
RS- Comparative & Superlative
RS- Synomyms & Antonyms RS- Tenses & Modal Verbs
CPF – Unit 27 Grammar – Understanding different tenses (L.6) CPF – Unit 41 & 42 Punctuation – full range of punctuation (L.6)
Subject and object
Synonym Antonym
Prefix Suffix
Word Class
Conditional Comparative
Superlative Tense
Modal Verb
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.8
YE
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Vocabulary investigation
GFW- Investigate language: proverbs, headlines, dialect etc.
p.148 CPF – Unit 68 & 69 Using imaginative vocabulary (L.6)
To investigate manipulating sentence structure and order
to extend, link and develop ideas.
CPF – Unit 24 & 25 Grammar – To investigate manipulating sentence structure and order to extend, link and develop ideas
(L.6) CPF – Unit 71 Concise expression (L.6)
Subject and object
Concise
Assess and Review Assess and Review Assess and Review
Word list for Years 5 and 6
Accommodate Accompany
According
Achieve Aggressive
Amateur Ancient
Apparent Appreciate
Attached
Available Average
Awkward Bargain
Bruise
Category Cemetery
committee
Communicate Community
Competition
Conscience Conscious
Controversy Convenience
Correspond Criticise (critic+ise)
Curiosity
Definite Desperate
Determined Develop
Dictionary
Disastrous Embarrass
environment
Equip (-ped, -ment) Especially
Exaggerate
Excellent Existence
Explanation Familiar
Foreign Foreign
Forty
Frequently Government
Guarantee Harass
Hindrance
Identify Immediate(ly)
Individual interfere
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.9
Interrupt
Language
Leisure Lightning
Marvellous Mischievous
Muscle
Necessary Neighbour
Nuisance Occupy
Occur Opportunity
Parliament
Persuade Physical
Prejudice Privilege
Profession
Programme
Pronunciation
Queue Recognise
Recommend Relevant
Restaurant
Rhyme Rhythm
Sacrifice Secretary
Shoulder Sincere(ly)
Soldier
Stomach Sufficient
Suggest
Symbol
System
Temperature Through
Twelfth Variety
Vegetable
Vehicle Yacht
Suggested Resources: Word Bank
Support for Spelling (Ref in blue above: S4S) Grammar for Writing (Ref in green above: GFW)
Rising Stars Level 5/6 Resources (Ref in red above:RS)
Collins Primary Focus (Ref in orange above: CPF)
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.10
Year 5 Planning
Term Spelling Grammar and punctuation Terminology
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Suffixes from Y4:
– ation; -ous; -tion; -sion; -ssion; -cian The suffix –ation is added to verbs to form nouns. The rules
already learnt still apply.
Example words: information, adoration, sensation, preparation, admiration
Sometimes the root word is obvious and the usual rules apply
for adding suffixes beginning with vowel letters. Example words: poisonous, dangerous, mountainous, famous,
various
Sometimes there is no obvious root word. Example words:
tremendous, enormous, jealous
–our is changed to –or before –ous is added. Example
words: humorous, glamorous, vigorous
A final ‘e’ must be kept if the /dʒ/ sound of ‘g’ is to be kept. Example words: courageous, outrageous
If there is an /i:/ sound before the –ous ending, it is usually
spelt as i, but a few words have e.
Example words: serious, obvious, curious hideous, spontaneous, courteous
GRW- Discuss, proof read & edit, making more complex
sentences, using connectives etc. p.104 GFW- Direct & reported speech p.108
GFW- Dialogue punctuation p.108
Suffix
Root Word Direct Speech
Reported Speech
Dialogue Speech Marks/Inverted
Commas
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.11
YE
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- N
EW
TE
AC
HIN
G F
RO
M N
EW
FR
AM
EW
OR
K
Develop Independent Spelling Strategies Unit S4S Y6
p.89 to start the year
CPF – Unit 48 Spelling (& Punctuation) – Edit &
improve your work (L.4) – Useful introductory activity
Words ending –ible and –able
The –able ending is far more common than the –ible ending. Example words: adorable (adoration), applicable
(application), considerable (consideration), tolerable (toleration)
As with –ant and –ance/–ancy, the –able ending is used if there is a related word ending in –ation.
If the –able ending is added to a word ending in –ce or –ge,
the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before
the a of the –able ending. Example words: changeable, noticeable, forcible, legible
The –able ending is usually but not always used if a complete
root word can be heard before it, even if there is no related word ending in –ation.
The first five examples opposite are obvious; in reliable, the complete word rely is heard, but the y changes to i in
accordance with the rule. Example words: dependable, comfortable, understandable, reasonable, enjoyable, reliable
The –ible ending is common if a complete root word can’t be
heard before it but it also sometimes occurs when a complete word can be heard (e.g. sensible).
Example words: possible, horrible, terrible, visible, incredible, sensible
Relative clauses beginning with who, which, where, why, whose, that or an omitted relative pronoun
CPF – Unit 17 Grammar – Determiners/ articles (L.5)
Commas to indicate parenthesis (clauses)
CPF – Unit 18 Grammar – Clauses (L.5)
Relative clause
Relative pronoun
Determiner
Comma
Clause
Parenthesis
Suffix Root Word
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.12
YE
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AU
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MN
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Y4 Word origins:
Ch Greek origin. Example words: scheme, chorus,
chemist, echo, character Ch French origin. Example words: chef, chalet, machine,
brochure Gue, Que French origin. Example words: league, tongue, antique, unique
Sc Latin. Example words: science, scene, discipline,
fascinate, crescent S4S – Y5 Spell words with common letter strings and
different pronunciations (ight, ear, oo, ough, ie, our) p.74 S4S – Y5 Identify word roots, derivations & spelling patterns
p.85 CPF – Unit 49 Spelling – Common letter strings (L.4)
CPF – Unit 51 Spelling –Common prefixes (link to word
origins) (L.4) CPF – Unit 57 & 58 Spelling– Root words (L.5)
GFW- Adapt writing for different readers & purpose p.106
Word Origin
Letter String
Word Root Derivation
Spelling Pattern Prefix
Suffix
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Words with the /i:/ sound spelt ei after c
The ‘i before e except after c’ rule applies to words where the sound spelt by ei is /i:/.
Exceptions: protein, caffeine, seize (and either and neither if pronounced with an initial /i:/ sound).
Example words: deceive, conceive, receive, perceive, ceiling
S4S – Y5 Spelling patterns of consonants to formulate rules: consonant c - p.77
CPF – Unit 46 Spelling –C sound, vowels & consonants (L.3)
Devices to build cohesion within a paragraph (e.g. then, after that, this firstly) CPF – Unit 14 Grammar – Connectives (L.4)
CPF – Unit 19 Grammar – Connectives (L.5)
Cohesion
Consonant Vowel
Connective
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.13
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Y4 Possessive apostrophe with plural words
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 (i.e. is an irregular plural – e.g.
children’s). Example 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 population.)
S4S – Y5 adding suffixes to words ending in e p.82
GFW- Prepositions p.120
Possessive apostrophe
Singular
Plural Preposition
YE
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CH
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FR
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W F
RA
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WO
RK
Words with ‘silent’ letters (ie letters whose presence cannot be predicted from the pronunciation of the word)
Some letters which are no longer sounded used to be sounded hundreds of years ago: e.g. in knight, there was a /k/ sound
before the /n/, and the gh used to represent the sound that ‘ch’ now represents in the Scottish word loch. Example
words: doubt, island, lamb, solemn, thistle, knight
Linking ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (secondly)
CPF – Unit 15 Grammar – writing in paragraphs & linking ideas (L.4)
Adverbial
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.14
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Y4 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
GFW- Standard English p.102
GFW- Nouns, pronouns & verbs p.114
GFW- Revise & extend verbs p.110 GFW- Imperative form p.110
Homophone
Noun
Pronoun Verb
Imperative
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.15
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Homophones and other words that are often confused aisle: a gangway between seats (in a church, train, plane) isle: an island aloud: out loud allowed: permitted altar: a table-like piece of furniture in a church alter: to change ascent: the act of ascending (going up) assent: to agree/agreement (verb and noun) bridal: to do with a bride at a wedding bridle: reins etc. for controlling a horse cereal: made from grain (e.g. breakfast cereal) serial: adjective from the noun series – a succession of things one after the other compliment: to make nice remarks about someone (verb) or the remark that is made (noun) complement: related to the word complete – to make something complete or more complete (e.g. her scarf complemented her outfit) descent: the act of descending (going down) dissent: to disagree/disagreement (verb and noun) desert: as a noun – a barren place (stress on first syllable); as a verb – to abandon (stress on second syllable) dessert: (stress on second syllable) a sweet course after the main course of a meal eligible: suitable to be chosen or elected illegible: not legible (i.e. unreadable) eliminate: get rid of/exclude illuminate: light up farther: further father: a male parent guessed: past tense of the verb guess guest: visitor heard: past tense of the verb hear herd: a group of animals led: past tense of the verb lead lead: present tense of that verb, or else the metal which is very heavy (as heavy as lead) morning: before noon mourning: grieving for someone who has died profit: money that is made in selling things prophet: someone who foretells the future stationary: not moving stationery: paper, envelopes etc. steal: take something that does not belong to you steel: metal wary: cautious weary: tired who’s: contraction of who is or who has whose: belonging to someone (e.g. Whose jacket is that?)
Indicating degrees of possibility using modal verbs (e.g.
might, should, will, must) or adverbs (perhaps, surely)
Homophone
Modal verb
Adverb
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.16
Assess and Review Assess and Review Assess and Review
YE
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S4S – Y5 Spelling unstressed vowels in polysyllabic words p.71
CPF – Unit 50 Spelling – Polysyllabic words (L.4)
RS- Level 4 General punctuation revision p.28-38 Unstressed vowel
Polysyllabic
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FR
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Converting nouns or adjectives into nouns or adjectives into verbs using suffixes (e.g. –ate; -ise; -ify)
Brackets & dashes CPF – Unit 37 Punctuation – brackets (L.5)
CPF – Unit 38 Punctuation – dashes & hyphens (L.5)
Bracket Dash
Hyphen
Noun Adjective
Verb Suffix
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.17
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Y4 Prefixes: dis-; mis-; in-; re-; sub-; inter-
Most prefixes are added to the beginning of root words
without any changes in spelling, but see in– below. Like un–, the prefixes dis– and mis– have negative meanings.
Example words: dis–, mis–, in– disappoint, disagree, disobey
misbehave, mislead, misspell (mis + spell)
The prefix in– can mean both ‘not’ and ‘in’/’into’. In the words
given here it means ‘not’. Example words: inactive, incorrect
Before a root word starting with l, in– becomes il. Example words: illegal, illegible
Before a root word starting with m or p, in– becomes im–. Example words: immature, immortal, impossible, impatient,
imperfect
Before a root word starting with r, in– becomes ir–. Example
words: irregular, irrelevant, irresponsible
re– means ‘again’ or ‘back’. Example words: redo, refresh, return, reappear, redecorate
sub– means ‘under’. Example words: subdivide, subheading, submarine, submerge
inter– means ‘between’ or ‘among’. Example words: interact,
intercity, international, interrelated (inter + related)
CPF – Unit 66 Simile & metaphor (L.4)
GFW- Punctuation in longer, more complex sentences p.116
GFW- Punctuation in complex sentences p.122
Prefix
Root Word
Simile Metaphor
Complex Sentence
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.18
YE
AR
5 S
UM
ME
R 2
-
NE
W T
EA
CH
ING
FR
OM
NE
W
FR
AM
EW
OR
K
Verb prefixes (e.g. dis-, de-, mis-, over- and re-)
Use of commas to clarify meaning to avoid ambiguity
CPF – Unit 33 Punctuation – Commas to clarify meaning & avoid
ambiguity (L.4)
Ambiguity
Comma
Verb Prefix
Assess and Review Assess and Review
Word list for Years 5 and 6
Accommodate
Accompany According
Achieve Aggressive
Amateur
Ancient Apparent
Appreciate Attached
Available
Average Awkward
Bargain Bruise
Category
Cemetery committee
Communicate
Community Competition
Conscience Conscious
Controversy
Convenience Correspond
Criticise (critic+ise) Curiosity
Definite
Desperate Determined
Develop Dictionary
Disastrous
Embarrass environment
Equip (-ped, -ment)
Especially Exaggerate
Excellent Existence
Explanation
Familiar Foreign
Foreign Forty
Frequently
Government Guarantee
Harass Hindrance
Identify
Immediate(ly) Individual
interfere
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.19
Interrupt
Language
Leisure Lightning
Marvellous Mischievous
Muscle
Necessary Neighbour
Nuisance Occupy
Occur Opportunity
Parliament
Persuade Physical
Prejudice Privilege
Profession
Programme
Pronunciation
Queue Recognise
Recommend Relevant
Restaurant
Rhyme Rhythm
Sacrifice Secretary
Shoulder Sincere(ly)
Soldier
Stomach Sufficient
Suggest
Symbol
System
Temperature Through
Twelfth Variety
Vegetable
Vehicle Yacht
Suggested Resources:
Word Bank Support for Spelling (Ref in blue above: S4S)
Grammar for Writing (Ref in green above: GFW)
Rising Stars Level 5/6 Resources (Ref in red above:RS) Collins Primary Focus (Ref in orange above: CPF)
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.20
Year 4 Planning
Term
Spelling
Grammar and punctuation Terminology
YE
AR
4 A
UT
UM
N 1
-
CO
NS
OLID
AT
E
& R
EV
ISE
Y3 prefixes: super-; anti- & auto- super– means ‘above’. anti– means ‘against’. auto– means ‘self’ or ‘own’. S4S – Y5 Prefixes meaning not/ opposite p.79 S4S – Y4 p.67 Prefixes
GFW- Adjectives, adjectival phrases p.86 CPF – Unit 10 Grammar – Grammatical use of adjectives (L.4)
Prefix Adjective
Adjectival Phrase
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.21
YE
AR
4 A
UT
UM
N 1
- N
EW
TE
AC
HIN
G F
RO
M N
EW
FR
AM
EW
OR
K
Adding suffixes beginning with vowel letters to words
of more than one syllable If the last syllable of a word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added. The consonant letter is not doubled if the syllable is unstressed.
Example words: forgetting, forgotten, beginning, beginner, prefer, preferred
gardening, gardener, limiting, limited, limitation)
More prefixes dis–, mis–, in– Most prefixes are added to the beginning of root words without any changes in spelling, but see in– below. Like un–, the prefixes dis– and mis– have negative meanings. The prefix in– can mean both ‘not’ and ‘in’/’into’. In the words given here it means ‘not’. Before a root word starting with l, in– becomes il Before a root word starting with m or p, in– becomes im–. Before a root word starting with r, in– becomes ir–. re– means ‘again’ or ‘back’. sub– means ‘under’. inter– means ‘between’ or ‘among’.
disagree, disobey
misbehave, mislead, misspell (mis + spell) inactive, incorrect
illegal, illegible immature, immortal, impossible, impatient, imperfect
irregular, irrelevant, irresponsible re–: redo, refresh, return, reappear, redecorate
sub–: subdivide, subheading, submarine, submerge
inter–: interact, intercity, international, interrelated (inter + related)
Appropriate choice of pronoun or noun within a sentence
to avoid ambiguity and repetition
Appropriate choice of pronoun or noun across sentences to aid cohesion and avoid repetition
Pronoun
Noun
Prefix Suffix
syllable
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.22
YE
AR
4 A
UT
UM
N 2
- C
ON
SO
LID
AT
E
& R
EV
ISE
Y3 suffixes: -sure & -ure
The ending sounding like /ʒə/ is always spelt –sure.
The ending sounding like /tʃə/ is often spelt –ture, but check that the word is not a root word ending in (t)ch with
an er ending, e.g. teacher, catcher, richer, stretcher. Example words:
measure, treasure, pleasure, enclosure
creature, furniture, picture, nature, adventure
GFW- Paragraphs p.84
Suffix
Paragraph
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.23
YE
AR
4 A
UT
UM
N 2
- N
EW
TE
AC
HIN
G F
RO
M N
EW
FR
AM
EW
OR
K
The suffix –ation The suffix –ation is added to verbs to form nouns. The rules already learnt still apply.
Example words: information, adoration, sensation, preparation, admiration
The suffix –ous
Sometimes the root word is obvious and the usual rules apply
for adding suffixes beginning with vowel letters. Sometimes there is no obvious root word.
–our is changed to –or before –ous is added. A final ‘e’ must be kept if the /dʒ/ sound of ‘g’ is to be kept.
If there is an /i:/ sound before the –ous ending, it is usually
spelt as i, but a few words have e. Example words:
poisonous, dangerous, mountainous, famous, various tremendous, enormous, jealous
humorous, glamorous, vigorous courageous, outrageous
serious, obvious, curious
hideous, spontaneous, courteous
Use of paragraphs to organise ideas around a theme
GFW- Paragraphs p.84 CPF –Unit 12 Grammar - Identify compound & complex sentences
(L.4) CPF –Unit 13 Grammar – Writing complex sentences (L.4)
Paragraphs
Suffix
Compound and Complex Sentence
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.24
YE
AR
4 S
PR
ING
1 -
CO
NS
OLID
AT
E
& R
EV
ISE
Synonyms & antonyms GFW- Changing sentence type & sentence order p.96
GFW - Connectives p.98
Synonym
Antonym
YE
AR
4 S
PR
ING
1-
NE
W T
EA
CH
IN
G F
RO
M N
EW
FR
AM
EW
OR
K Endings which sound like /ʃən/, spelt –tion, –sion, –
ssion, –cian Strictly speaking, the endings are –ion and –ian. Clues about whether to put t, s, ss or c before these endings often come from the last letter or letters of the root word. –tion is the most common spelling. It is used if the root word ends in t (invent) or te (hesitate). –ssion is used if the root word ends in ss or –mit. –sion is used if the root word ends in d or se. Exceptions: attend – attention, intend – intention –cian is used if the root word ends in c or cs.
Example words: invention, injection, action, hesitation, completion
expression, discussion, confession, permission, admission
expansion, extension, comprehension, tension musician, electrician, magician, politician, mathematician
Use of inverted commas and some other speech punctuate
for direct speech CPF – Unit 34 Punctuation – Using inverted commas (L.4)
CPF – Unit 65 Speech vocabulary (L.4)
Suffix
Root Word Inverted commas
Direct speech
Dialogue
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.25
YE
AR
4 S
PR
ING
2 -
CO
NS
OLID
AT
E
& R
EV
ISE
GFW- Verb tenses p.76
GFW- Powerful verbs p.78
Verb
YE
AR
4 S
PR
ING
2 -
NE
W T
EA
CH
ING
FR
OM
NE
W
FR
AM
EW
OR
K
Words with the /k/ sound spelt ch (Greek in origin) Example words: scheme, chorus, chemist, echo, character
Words with the /ʃ/ sound spelt ch (mostly French in origin)
Example words: Chef chalet machine
Brochure Words ending with the /g/ sound spelt –gue and the
/k/ sound spelt –que (French in origin) Example words: League, tongue, antique, unique
Words with the /s/ sound spelt sc (Latin in origin) Example words: Science, scene, discipline, fascinate,
crescent
CPF – Unit 53 Spelling – Word origins (L.4)
Standard English forms for verb inflections instead of local spoken forms (e.g. we were instead of we was, or I did instead of I done) CPF- Unit 2 Grammar – Standard & non-standard English (l.3)
CPF - Unit 8 Grammar - Formal & informal (L.4)
Word origin Verb inflections
Standard English
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.26
YE
AR
4 S
UM
ME
R 1
- C
ON
SO
LID
AT
E
& R
EV
ISE
Y3 suffix –ly to make adverbs The suffix –ly is added to an adjective to form an adverb. The rules already learnt still apply. The –ly suffix starts with a consonant letter, so it is added straight on to most root words unless they end with y. If the root word ends with y, the y is changed to i. Exceptions: 1. If the root word ends with –le, the –le is changed to –ly. 2. If the root word ends with –ic, –ally is added rather than just –ly, except in the word publicly. 3. The words truly, duly, wholly. Example words: sadly, completely, usually (usual + ly), finally (final + ly), comically (comical + ly) happily, angrily gently, simply, humbly, nobly basically, frantically, dramatically
S4S – Y4 p.62 suffixes ly, ed, er, est, ful
S4S – Y4 p.65 Apostrophe for contractions
GFW- Adverbs p.80
CPF – Unit 11 Grammar – Identifying adverbs (L.4)
GFW- Commas within sentence p.82
Suffix
Word Root
Apostrophe for Contraction
Adverb Comma
YE
AR
4 S
UM
ME
R 1
- N
EW
TE
AC
HIN
G F
RO
M N
EW
FR
AM
EW
OR
K
Possessive apostrophe with plural words 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 (i.e. is an irregular plural – e.g. children’s).
Example 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 population.)
GFW- Possessive apostrophes p. 88
Use of commas after fronted adverbials
Fronted adverbials (e.g. Later that day, I heard the bad news.) GFW- Explore word order p.90
GFW- Ways to join separate clauses: Commas, connectives, full stops p.90
Fronted adverbials Plurals
Possessive Apostrophes
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.27
YE
AR
4 S
UM
ME
R 2
-
CO
NS
OLID
AT
E
& R
EV
ISE
Y3 spelling: i spelt as y, ou, ei, eigh, ey
Example words: myth, gym, Egypt, pyramid, mystery
S4S – Y4 p.59 Common letter strings (ay, ai, ea, ae, ight,
ough, ear)
CPF – Unit 36 Punctuation – apostrophes for contractions (more
difficult) (L.4)
Letter String
Apostrophe for
contraction
YE
AR
4 S
UM
ME
R 2
- N
EW
TE
AC
HIN
G F
RO
M N
EW
FR
AM
EW
OR
K
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
S4S – Y4 Homophones p.53
CPF – Unit 47 Spelling – Simple Homophones (L.3)
CPF – Unit 54 Spelling – Homophones & Homonyms (L.4)
The grammatical difference between plural and
possessive -s
Apostrophes to mark singular and plural possession (e.g.
the girl’s name, the boys’ boots)
GFW- Possessive apostrophes p. 88 CPF – Unit 35 Punctuation – apostrophe for possession (L.4)
Homophone
Homonym Plurals
Possessive
Apostrophes
Assess and Review Assess and Review Assess and Review
Word list for Years 3 and 4
Accident(ally)
Actual(ly)
Address Answer
Appear Arrive
Believe
Bicycle Breath
Circle
Complete
Consider Continue
Decide Describe
Different
Difficult Disappear
Famous
Favourite
February Forward(s)
Fruit Grammar
Group
Guard Guide
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GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.28
Breathe
Build
Business Calendar
Caught Centre
Century
certain
Early
Earth
Eight /eighth Enough
Exercise Experiment
extreme
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
Suggested Resources: Word Bank
Support for Spelling (Ref in blue above: S4S) Grammar for Writing (Ref in green above: GFW)
Collins Primary Focus (Ref in orange above: CPF)
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.29
Year 3 Planning
Term Spelling Grammar and punctuation Terminology
YE
AR
3
AU
TU
MN
1-
CO
NS
OLID
AT
E
& R
EV
ISE
S4S p.13 –Y2 ai,ee,igh, oa, oo
S4S p.16 – Y2 - ed, - ing suffix S4S p.33 Y3 -le; -cle; -dle; -ble; -ple; -ible; - able; -ckle
suffixes
CPF – Unit 30 Punctuation – revise basic punctuation (L.3)
CPF – Unit 31 Punctuation – revise ? marks (L.3) CPF – Unit 32 Punctuation – revise ! marks (L.3)
S4S p. 40 Y3 Singular & Plural
S4S p.56 Y4 Plurals
Question Mark
Exclamation Mark Singular
Plural
YE
AR
3 A
UT
UM
N 1
- N
EW
TE
AC
HIN
G F
RO
M N
EW
FR
AM
EW
OR
K
The /ɪ/ sound spelt y elsewhere than at the end of words
These words should be learnt as needed. Example words:
myth, gym, Egypt, pyramid, mystery
Use of the determiners (articles) a or an according to whether the next word begins with a consonant or a vowel (e.g. a rock,
an open box)
GFW – Y3 1st, 2nd & 3rd person p.60
Determiners/article Consonant
Vowel First/Second/Third Person
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.30
YE
AR
3 A
UT
UM
N 2
- C
ON
SO
LID
AT
E
& R
EV
ISE
S4S p.20 Y2 Compound words
S4S p.29 Y2 Counting syllables
GFW – Revise question & exclamation marks p.38
GFW – Devices for presenting text – p.42
Compound word
Syllable
Question mark Exclamation mark
YE
AR
3 A
UT
UM
N 2
- N
EW
TE
AC
HIN
G
FR
OM
NE
W F
RA
ME
WO
RK
The /ʌ/ sound spelt ou
young, touch, double, trouble, country These words should be learnt as needed.
Example words: young, touch, double, trouble, country
Introduction to inverted commas to punctuate direct
speech GFW – Speech punctuation p.40
GFW – Y3 Speech marks p.64
Direct speech
Inverted commas Speech marks
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.31
YE
AR
3 S
PR
ING
1 -
CO
NS
OLID
AT
E
& R
EV
ISE
S4S p.26 Y2 Prefixes: un- & dis-
CPF – Unit 44 Spelling – Identifying prefixes (L.3)
S4S p.46 Y3 Pronouns
GFW – Y3 p.62 Pronouns
CPF – Unit 4 Grammar – Pronouns (L.3)
Prefix
Pronoun
YE
AR
3 S
PR
ING
1 -
NE
W T
EA
CH
ING
FR
OM
NE
W F
RA
ME
WO
RK
More prefixes Super means ‘above’. Example words: supermarket,
superman, superstar Anti means ‘against’. Example words: antiseptic,
anti-clockwise, antidote
Auto means ‘self’ or ‘own’. Example words: automatic, autograph
Formation of nouns using a range of prefixes, such as super–, anti–, auto–
Noun Prefix
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.32
YE
AR
3 S
PR
ING
2-
CO
NS
OLID
AT
E
& R
EV
ISE
S4S p.43 Y3 suffixes: -ful; -less & -er
GFW – Y3 p.46 Commas in lists
CPF – Unit 7 Grammar - Identifying connectives (L.3)
Suffix
YE
AR
3 S
PR
ING
2 -
NE
W T
EA
CH
ING
FR
OM
NE
W
FR
AM
EW
OR
K
Words with the /eɪ/ sound spelt ei, eigh, or ey
Example words: vein, weigh, eight, neighbour, they,
obey
The suffix –ly The suffix –ly is added to an adjective to form an adverb.
The rules already learnt still apply. The –ly suffix starts
with a consonant letter, so it is added straight on to most root words unless they end with y.
Example words: sadly, completely, usually (usual + ly), finally (final + ly), comically (comical + ly)
If the root word ends with y, the y is changed to i. Example words: happily, angrily
Exceptions:
1. If the root word ends with –le, the –le is changed to –ly. Example words: gently, simply, humbly, nobly
2. If the root word ends with –ic, –ally is added rather than just –ly, except in the word publicly. Example
words: basically, frantically, dramatically
3. The words truly, duly, wholly.
CPF – Unit 45 Spelling – Suffixes (L.3)
Expressing time and cause using conjunctions (e.g. when,
so, before, after, while, because), adverbs (e.g. then, next, soon,
therefore, or prepositions (e.g. before, after, during, in, because of) GFW – Y3 p.68 Time conjunctions GFW – Y3 p.70 Commas within sentences
CPF – Unit 9 Grammar – Identifying prepositions and pronouns
(L.4)
Suffix
Root Word
Pronoun Conjunction
Adverb Preposition
Clause
Subordinate clause
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.33
YE
AR
3 S
UM
ME
R 1
-
CO
NS
OLID
AT
E
& R
EV
ISE
CPF – Unit 63 & 64 Synonyms & antonyms (L.3)
Synonym
Antonym
YE
AR
3 S
UM
ME
R 1
- N
EW
TE
AC
HIN
G F
RO
M N
EW
FR
AM
EW
OR
K
Words with endings sounding like /ʒə/ or /tʃə/
The ending sounding like /ʒə/ is always spelt –sure.
Example words: measure, treasure, pleasure, enclosure
The ending sounding like /tʃə/ is often spelt –ture, but check that the word is not a root word ending in (t)ch
with an er ending, e.g. teacher, catcher, richer, stretcher. Example words: creature, furniture, picture, nature,
adventure
Endings which sound like /ʒən/
If the ending sounds like /ʒən/, it is spelt as –sion. Example words: division, invasion, confusion, decision,
collision, television
Introduction to paragraphs as a way to group related
material
GFW Y3 p.48 Paragraphing
Headings and sub-headings to aid presentation GFW Y3 p.56 Capitalisation
Paragraph
Heading
Subheading
Assess and Review Assess and Review Assess and Review
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.34
YE
AR
3 S
UM
ME
R 2
-
CO
NS
OLID
AT
E
& R
EV
ISE
S4S p.49 root words & prefixes: de-, re-, pre- & mis-, dis- & un- Root Word
Prefix
YE
AR
3 S
UM
ME
R 2
- N
EW
TE
AC
HIN
G
FR
OM
NE
W
FR
AM
EW
OR
K
S4S p.36 Y3 Verb endings, regular & irregular verbs Use of the perfect form of verbs to mark relationships of
time and cause (e.g. I have written it down so we can check what he said.) GFW – Function of verbs p.34-37
Word families based on common words
Word family
Verb ending Regular/irregular verb
Perfect form of verb
Assess and Review Assess and Review Assess and Review
Word list for Years 3 and 4
Accident(ally)
Actual(ly) Address
Answer Appear
Arrive
Believe Bicycle
Breath Breathe
Build
Circle
Complete Consider
Continue Decide
Describe
Different Difficult
Disappear Early
Earth
Famous
Favourite February
Forward(s) Fruit
Grammar
Group Guard
Guide Heard
Heart
Core Collaborative Group: Bentley Heath, Berkswell, George Fentham & Meriden English Planning 2013
GRAMMAR, PUNCTUATION & SPELLING KS2
KS2 - G, P & S p.35
Business
Calendar
Caught Centre
Century certain
Eight /eighth
Enough
Exercise Experiment
extreme
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
Suggested Resources: Word Bank
Support for Spelling (Ref in blue above: S4S)
Grammar for Writing (Ref in green above: GFW) Collins Primary Focus (Ref in orange above: CPF)