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Writing Skills and Coverage Ladder

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Writing Skills and Coverage Ladder Writing Skills and Coverage Ladder Transcription Spelling** Writing: KS1 KS2 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 To know all letters of To segment spoken To spell words with the / To spell words with / To spell words with To spell words the alphabet and the words into phonemes eɪ/ sound spelt ‘ei’, ‘eigh’, shuhn/ endings spelt endings that sound like / ending in -able and sounds which they most and to represent these or ‘ey’ (e.g. vein, weigh, with ‘sion’ (if the root shuhs/ spelt with -cious -ably (e.g. adorable/ commonly represent. with graphemes, spelling eight, neighbour, they, word ends in ‘se’, ‘de’ or (e.g. vicious, precious, adorably, applicable/ many of these words obey). ‘d’, e.g. division, invasion, conscious, delicious, applicably, considerable/ To recognise consonant correctly and making confusion, decision, considerably, tolerable/ malicious, suspicious). digraphs which have phonically-plausible To spell words with the collision, television). tolerably). been taught and the /ɪ/ sound spelt ‘y’ in a attempts at others. To spell words with sounds which they position other than at To spell words with a / To spell words ending represent. To recognise new ways the end of words (e.g. shuhn/ sound spelt with endings that sound like / in -ible and -ibly (e.g. of spelling phonemes mystery, gym). ‘ssion’ (if the root word shuhs/ spelt with –tious possible/possibly, Phonics and Spelling Rules To recognise vowel for which one or more ends in ‘ss’ or ‘mit’, e.g. or -ious (e.g. ambitious, horrible/horribly, terrible/ digraphs which have spellings are already To spell words with a expression, discussion, cautious, fictitious, terribly, visible/visibly, been taught and the known and to learn /k/ sound spelt with confession, permission, infectious, nutritious). incredible/incredibly, sounds which they some words with each ‘ch’ (e.g. scheme, admission). sensible/sensibly). represent. spelling, including some chorus, chemist, echo, To spell words with common homophones character). To spell words with a / ‘silent’ letters (e.g. doubt, To spell words with a To recognise words with (e.g. bare/bear, blue/ shuhn/ sound spelt with island, lamb, solemn, long /e/ sound spelt adjacent consonants. To spell words ending blew, night/knight). ‘tion’ (if the root word thistle, knight). ‘ie’ or ‘ei’ after ‘c’ (e.g. in the /g/ sound spelt ends in ‘te’ or ‘t’ or has deceive, conceive, To accurately spell most To apply further Y2 ‘gue’ and the /k/ sound no definite root, e.g. receive, perceive, ceiling) words containing the To spell words spelling rules and spelt ‘que’ (e.g. league, invention, injection, action, and exceptions (e.g. 40+ previously taught containing the letter guidance*, which tongue, antique, unique). hesitation, completion). protein, caffeine, seize). phonemes and GPCs. string ‘ough’ (e.g. ought, includes: To spell words with a / To spell words with a / bought, thought, nought, To spell words with To spell some words in • the /dʒ/ sound sh/ sound spelt with shuhn/ sound spelt with brought, fought, rough, endings which sound a phonically plausible spelt as ‘ge’ and’ ‘ch’ (e.g. chef, chalet, ‘cian’ (if the root word tough, enough, cough, like /shuhl/ after a vowel way, even if sometimes dge’ (e.g. fudge, machine, brochure). ends in ‘c’ or ‘cs’, though, although, dough, letter using ‘cial’ (e.g. incorrect. huge) or spelt as through, thorough, official, special, artificial). To spell words with a e.g. musician, electrician, To apply Y1 spelling ‘g‘ or ‘j’ elsewhere borough, plough, bough). short /u/ sound spelt magician, politician, To spell words with rules and guidance*, in words (e.g. with ‘ou’ (e.g. young, mathematician). endings which sound which includes: magic, adjust); touch, double, trouble, like /shuhl/ after a vowel country). To spell words with the • the sounds /f/, /l/, • the /n/ sound spelt letter using ‘tial’ (e.g. /s/ sound spelt with ‘sc’ partial, confidential, /s/, /z/ and /k/ spelt ‘kn’ and ‘gn’ (e.g. To spell words ending (e.g. sound spelt with ‘sc’ essential). ‘ff’, ‘ll’, ‘ss’, ‘zz’ and knock, gnaw); with the /zher/ sound ‘ck’ and exceptions; • the /r/ sound spelt spelt with ‘sure’ (e.g. (e.g. science, scene, ‘wr’ (e.g. write, measure, treasure, discipline, fascinate, • the /ŋ/ sound spelt written); pleasure, enclosure). crescent). ‘n’ before ‘k’ (e.g. bank, think); • the /l/ or /əl/ sound To spell words ending spelt –le (e.g. little, with the /cher/ sound • dividing words into middle) or spelt –el spelt with ‘ture’ (e.g. syllables (e.g. rabbit, (e.g. camel, tunnel) creature, furniture, picture, carrot); or spelt –al (e.g. nature, adventure). metal, hospital) or • the /tʃ/ sound is spelt –il (e.g. fossil, usually spelt as ‘tch’ nostril); and exceptions; • the /aɪ/ sound spelt • the /v/ sound at the –y (e.g. cry, fly, July); end of words where the letter ‘e’ usually • adding –es to nouns needs to be added and verbs ending in (e.g. have, live); –y where the ‘y’ is changed to ‘i’ before • adding -s and -es the –es (e.g. flies, to words (plural of tries, carries); nouns and the third person singular of • adding –ed, –ing, –er verbs); and –est to a root word ending in –y • adding the endings (e.g. skiing, replied) –ing, –ed and –er and exceptions to to verbs where no the rules; change is needed to the root wood (e.g. • adding the endings buzzer, jumping); –ing, –ed, –er, –est and –y to words • adding –er and –est ending in –e with to adjectives where a consonant no change is needed before (including to the root word (e.g. exceptions); fresher, grandest); • adding –ing, –ed, • spelling words with –er, –est and –y to the vowel digraphs words of one syllable and trigraphs: ending in a single - ‘ai’ and ‘oi’ (e.g. rain, consonant letter wait, train, point, soil); after asingle vowel letter (including - ‘oy’ and ‘ay’ (e.g. day, exceptions); toy, enjoy, annoy); • the /ɔ:/ sound (or) - a–e, e–e, i–e, o–e spelt ‘a’ before ‘l’ and and u–e (e.g. made, ’ll’ (e.g. ball, always); theme, ride, woke, tune); • the /ʌ/ sound spelt ‘o’ (e.g. other, - ‘ar’ (e.g. car, park); mother, brother); - ‘ee’ (e.g. green, week); • the /i:/ sound spelt –ey: the plural forms - ‘ea’ (e.g. sea, dream); of these words are made by the addition - ‘ea’ (e.g. meant, of -s (e.g. donkeys, bread); monkeys); - ‘er’ stressed sound • the /ɒ/ sound spelt (e.g. her, person); ‘a’ after ‘w’ and ‘qu’ - ‘er’ unstressed schwa (e.g. want, quantity, sound (e.g. better, squash) under); • the /ɜ:/ sound spelt - ‘ir’ (e.g. girl, first, ‘or’ after ‘w’ (e.g. third); word, work, worm); - ‘ur’ (e.g. turn, church); • the /ɔ:/ sound spelt ‘ar’ after ‘w’ (e.g. - ‘oo’ (e.g. food, soon); warm, towards); - ‘oo’ (e.g. book, good); • the /ʒ/ sound spelt ‘s’ (e.g. television, - ‘oa’ (e.g. road, coach); usual). - ‘oe’ (e.g. toe, goes); - ‘ou’ (e.g. loud, sound); - ‘ow’ (e.g. brown, down); - ‘ow’ (e.g. own, show); - ‘ue’ (e.g. true, rescue, Tuesday); - ‘ew’ (e.g. new, threw); - ‘ie’ (e.g. lie, dried); - ‘ie’ (e.g. chief, field); - ‘igh’ (e.g. bright, right); - ‘or’ (e.g. short, morning); - ‘ore’ (e.g. before, shore); - ‘aw’ (e.g. yawn, crawl); - ‘au’ (e.g. author, haunt); - ‘air’ (e.g. hair, chair); - ‘ear’ (e.g. beard, near, year); - ‘ear’ (e.g. bear, pear, wear); - ‘are’ (e.g. bare, dare, scared); • spelling words ending with –y (e.g. funny, party, family); • spelling new consonants ‘ph’ and ‘wh’ (e.g. dolphin, alphabet, wheel, while); • using ‘k’ for the /k/ sound (e.g. sketch, kit, skin). Common Exceptio n To spell all Y1 common To spell most Y1 and Y2 To spell many of the Y3 To spell all of the Y3 and To spell many of the Y5 To spell all of the Y5 and Words exception words common exception words and Y4 statutory spelling Y4 statutory spelling and Y6 statutory spelling Y6 statutory spelling correctly.* correctly. words correctly. words correctly. words correctly. words correctly. To spell days of the week correctly. To use -s and -es to form To add suffixes to spell To spell most words with To correctly spell most To convert nouns or To use their knowledge regular plurals correctly. most words correctly in the prefixes dis-, mis-, words with the prefixes adjectives into verbs of adjectives ending in their writing, e.g. –ment, bi-, re- and de- correctly in-, il-, im-, ir-, sub-, super-, using the suffix -ate -ant to spell nouns ending To use the prefix ‘un-’ –ness, –ful, –less, –ly. (e.g. disobey, mistreat, anti-, auto-, inter-, ex- and (e.g. activate, motivate in -ance/-ancy (e.g. accurately. bicycle, reapply, defuse). non- (e.g. incorrect, illegal, communicate). observant, observance, impossible, irrelevant, expectant, hesitant, To successfully add the To spell most words substandard, superhero, To convert nouns or hesitancy, tolerant, suffixes –ing, –ed, –er with the suffix -ly with no autograph, antisocial, adjectives into verbs tolerance, substance). and –est to root words change to the root word; intercity, exchange, using the suffix -ise where no change is Prefixes and Suffixes root words that end nonsense). (e.g. criticise, advertise, To use their knowledge needed in the spelling in ‘le’,‘al’ or ‘ic’ and the capitalise). of adjectives ending of the root words (e.g. exceptions to the rules. To form nouns with in -ent to spell nouns helped, quickest). the suffix -ation (e.g. To convert nouns or ending in -ence/-ency To spell words with information, adoration, adjectives into verbs (e.g.
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