| spell words containing each of the 40+ phonemes already taught | spell by segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly | use the prefixes un-, dis-, mis-, re-, pre- | use the prefixes in-, im-, il-, i-r, sub-, inter-, super-, anti-, auto- |
| spell common exception words | spell by learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones | add suffixes beginning with vowel letters to words of more than one syllable e.g. forgetting, preferred, gardening, limited | understand and add suffixes -ation, -ous |
| spell the days of the week | spell by learning to spell common exception words | use the suffix -ly | add endings which sound like 'shun' spelt -tion, -sion, -ssion, -cian e.g. invention, discussion, tension, magician |
| name the letters of the alphabet in order | spell by learning to spell more words with contracted forms | spell words with endings sounding like 'zh' and 'ch' e.g. treasure, measure, picture, nature | spell words ending with the 'g' sound spelt 'gue' and the 'k' sound spley -que e.g. rogue, tongue, antique, unique |
| name the letters of the alphabet using letter names to distinguish between alternative spellings of the same sound | spell by learning the possessive apostrophe (singular) e.g. the girl's book | spell words with endings which sound like 'zhun' e.g. division, decision | spell homophones accept/except, affect/effect, ball/bawl, berry/bury, knot/not, medal/meddle, missed/mist, rain/rein/reign, scene/seen, weather/whether, whose/who's |
| add prefixes and suffixes using the spelling rule for adding -s or -es as the plural marker for nouns and the third person singular marker for verbs | spell by distinguishing between homophones and near-homophones | spell homophones brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he'll, mail/male, main/mane, meet/meet, peace/piece, plain/pane | spell more complex words that are often misspelt English Appendix 1 |
| add prefixes and suffixes using the prefix un- | add suffixes to spell longer words, including -ment, -ness, -ful, -less, -ly | spell words that are often misspelt English Appendix 1 | spell words with the 's' sounds spelt 'sc' e.g. science, scene |
| add prefixes and suffixes using -ing, -ed, -er and -est where no change is needed in the spelling of root words e.g. helping, helped, helper, eating, quicker, quickest | apply spelling rules and guidance, as listed in English Appendix 1 | spell words containing the 'i' sound spelt 'y' elsewhere than at the end of words e.g. myth, gym | place the possessive apostrophe accurately in words with regular plurals e.g. girls', boys' and in words with irregular plurals e.g. children's |
| apply simple spelling rules and guidance, as listed in English Appendix 1 | write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far | spell words containing the 'u' sound spelt 'ou' e.g. young, touch, double | use the first two or three letters of a word to check its spelling in a dictionary |
| write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far | | spell words with the 'k' sound spelt 'ch' e.g. scheme, school, echo | write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far |
| | spell words with the 'sh' sound spelt 'ch' e.g. chef, machine | |
| | spell words with the 'ay' sound spelt 'ei', 'eigh' or 'ey' e.g. eight, they | |
| add prefixes and suffixes using -ing, -ed, -er and -est where no change is needed in the spelling of root words e.g. helping, helped, helper, eating, quicker, quickest | apply spelling rules and guidance, as listed in English Appendix 1 | spell words containing the 'i' sound spelt 'y' elsewhere than at the end of words e.g. myth, gym | place the possessive apostrophe accurately in words with regular plurals e.g. girls', boys' and in words with irregular plurals e.g. children's |
| apply simple spelling rules and guidance, as listed in English Appendix 1 | write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far | spell words containing the 'u' sound spelt 'ou' e.g. young, touch, double | use the first three or four letters of a word to check its spelling in a dictionary |
| write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far | | spell words with the 'k' sound spelt 'ch' e.g. scheme, school, echo | write sentences from memory, dictated by the teacher, that include words and punctuation taught so far |
| | spell words with the 'sh' sound spelt 'ch' e.g. chef, machine | |
| | spell words with the 'ay' sound spelt 'ei', 'eigh' or 'ey' e.g. eight, they | |
| | use the first two or three letters of a word to check its spelling in a dictionary | |
| | write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far | |
