<p> Communication, Language and Literacy</p><p>Spelling</p><p>Year 3 Year 4 Year 5 Year 6  To consolidate knowledge of  To distinguish between the  To spell unstressed vowels in  To embed the use of independent Autumn adding suffixes and to investigate spelling and meaning of polysyllabic words spelling strategies for spelling the conventions related to the homophones unfamiliar words  Suffix – ation, ly, ous spelling pattern –le  Words with the /sh/ sound spelt  To spell words with common  Letter strings – ough ear, oo, our  The /i/ sound spelt y elsewhere ch (mostly French in origin) letter strings and different  Suffixes – able, ible, fer than at the end of words  To investigate, collect and pronunciations ough, ear, oo, our  To investigate the meaning and  Words with the /ai/ sound spelt classify spelling patterns related  Words containing the letter- spelling of connectives (e.g. ei, eigh, or ey to the formation of plurals string ough furthermore, nevertheless)  To spell regular verb endings and  Words ending with the /g/ sound  Year 5-6 spelling words  Homophones and other words that to learn irregular tense changes spelt –gue and the /k/ sound spelt are often confused (e.g. go/went) –que (French in origin)  Year 5-6 spelling words  The /u/ sound spelt ou  Year 3-4 spelling words  Words with the /s/ sound spelt sc (Latin in origin)  Year 3-4 spelling words  To know what happens to the  To investigate and learn to spell  To explore the spelling patterns  To revise and extend work on Spring spelling of nouns when s is added words with common letter strings of consonants and to formulate spelling patterns, including  Possessive apostrophe with plural rules unstressed vowels in polysyllabic  Words with endings sounding words  Words ending in –ant, –ance/– words like/zhuh/ or /chuh/  Words with the /k/ sound spelt ancy, –ent, –ence/–ency  To understand how suffixes  Words with ‘silent’ letters (i.e. ch (Greek in origin)  To explore less common prefixes change the function of words letters which cannot be predicted  To understand how words change and suffixes from the pronunciation of the when the suffixes are added  The suffix –ation  Words ending in –able and –ible word)  Adding suffixes beginning with  The suffix –ly  Year 5-6 spelling words  To use what is known about vowels to words of more than one  Year 3-4 spelling words prefixes and suffixes to syllable transform words  Year 3-4 spelling words  Endings which sound like /shus/ spelt –cious or –tious  Year 5-6 spelling words  To embed the correct use and  To understand the use of the  To investigate and learn spelling  To spell unfamiliar words by using Summer spelling of pronouns apostrophe in contracted forms rules for adding suffixes to what is known of word families of words words ending in e or words ending and spelling patterns  Endings which sound like /shun/ in -y and words containing ie spelt –tion, –sion, –ssion, –cian  Endings which sound like /zhun/  Words with the /ee/ sound spelt  To develop knowledge of prefixes  To revise and investigate links  Adding suffixes beginning with ei after c to generate new words from root between meaning and spelling vowels to words ending in –fer  To revise and use word roots, words when using affixes  To identify word roots, prefixes and suffixes as a support  More prefixes  The suffix –ous derivations and spelling patterns for spelling dis–, mis–, in–, re–, sub-, inter–,  Words which are often misspelt as a support for spelling  Endings which sound like /shul super–, anti–, auto–  Year 3-4 spelling words  Use of the hyphen to link words  Year 5-6 spelling words  Year 3-4 spelling words  Year 5-6 spelling words</p>