Developing Writing Year 6Year Group: Reception-Year 6

Genres

Teaching Points and Terminology

Language Banks and Grammar

Sentence Structure

Punctuation

Spelling

Speaking and Listening

This document is to be used in conjunction with the Writing Overview Document on the school’s Website.

YEAR 6Year 6 KPIsComposition To write with purpose *chose the appropriate forms of writing using the main features

identified in reading*plan, draft, write, edit, improve

To use imaginative description *interweave descriptions of characters, settings and atmosphere with dialogue

To organise writing appropriately

*choose effective grammar and punctuation and propose changes to improve clarity

To use paragraphs *write cohesively at lengthTo use sentences appropriately *write sentences that include:

-a mixture of active and passive voice-hyphens

Transcription To present neatly n/aTo spell correctly *use knowledge of morphology and etymology in spelling and

understand that some words need to be learned specifically To punctuate accurately *develop understanding of writing concepts by:

-recognising vocabulary and structures that are appropriate for formal speech and writing including subjective forms

-using passive verbs to affect the presentation of information in a sentence*indicate grammatical and other features by:-using hyphens to avoid ambiguity-using brackets, dashes or commas to indicate parenthesis

Analyse writing To analyse writing *use and understand grammatical terminology when discussing writing and reading-active and passive voice, subject. Object, hyphen, synonym, colon, semi-colon, bullet points

To present writing n/a

Year 6 FictionSee Writing Overview Document on the school’s website for the overview for writing in Year 2 and LOs for handwritingChose 6 from the following 8 fiction genres: Wishing, warning, beating the monster, journey stories-quest, adventure, losing, suspense, fantasy, change eg Cinderella. See story types, generic grids from Pie Corbett. Revise all 8 story genres (and play scripts).

Poetry: poems using personification, poems in different forms (riddles or haiku) a short poem sequence. See Writing models Yea 6 by Pie Corbett

Key Teaching Points for Fiction.1. Identify the genre-the type of story/poem2. Familiarise the pupils with the text. (Learn it off by heart)3. Deconstruct the text onto the story mountain-identify the beginning, middle

and end of the story and what happens in each section4. Identify the features of the text5. Pull out specific words, phrases and sentences pupils ought to use6. Identify the strands of the story that will be changed, otherwise ‘hug’ the

text7. Model thinking of a new version of the story and mapping it8. Use the map to model writing your own version with the class9. Pupils write their own story maps10. Pupils tell their stories from the maps

Terminology to teach the children.Genre-particular kind of writing. See Pie Corbett’s ‘Story Types-Genetic Grid.’(found in the school’s Literacy Framework File)

Features of the text-See the following documents in the school’s Literacy Framework File Story mountain planning framework St Andrew’s Writing Criteria Basic skills checklist (in Lit Framework fileAlso see Pie Corbett’s book ‘Writing Models’ for the year group you are teaching

Introduction-the opening paragraph of a story (5Ws)Journey-the paragraph(s) leading to the climax which usually involve the main character taking a physical or emotional journeyThe build up-the paragraph(s) before the Climax. Usually short sentences used for dramatic tensionThe Climax/problem-paragraph(s) where the hero confronts the villainThe Resolution-the paragraph(s) where the problem is resolvedThe Ending-the last neat line

11. Pupils write their stories12. Select a specific element(s) to edit and model editing before children to the

same

Stories are either A-B-A or A-B-C. A being a safe place at the start of the story. B is the unsafe setting at the climax and the story ends in a safe setting again either back at A or in a new setting C

Consolidate: letter, word, full stop, capitals letter, question mark, exclamation mark, inverted commas, direct speech (“ “) reported speech/quote (‘ ‘) apostrophe for contractions/omission, apostrophe for plural and single possession, commas to separate clauses, phrases, colon to introduce a list, parenthesis, brackets, dashes, plural, single, suffix, prefix, word family, root word, consonant, vowel, adjective, noun, verb, adverb, imperative verb, tense (past present future) modal verb, conjuction/connective, preposition, determiner/article, generalise, pronoun, collective pronoun, main clause, subordinate clause, rhetorical question, cohesion, ambiguity, alliteration, simle-as/’like, synonyms, metaphors, personification, onomatopoeia. Introduce: Active and passive voice, subject and object, hyphen, synonym, (semi-colon)

Openers to connect whole text

Connectives to link parts of sentences

Language Sentence Construction Punctuation Spelling See Writing Overview document appendix 1 on sch website and/or NC 2014 appendix 1

Consolidate:When – time connectivesOnce upon a timeEarly one morning First Then Next But SoFinally,…..happily ever afterAfter After that As At that moment By next morning In the end One day Next morning Now Soon / As soon as Until When While

Consolidate:andwhountilbutbecause thenthat while whenwhereorso thatIftoorafteralso

Consolidate: PrepositionsInside outsidetowards across under behind above alongbefore between after next to by the side of In front of during through throughout at underneath since towards beneath beyond

Introduce:parallel to adjacent to vertically

Pupils should be taught to plan their writing, draw on similar models to help with structure, vocab, grammar, plot, etc

Consider how authors develop characters, narrative, atmosphere, setting etc

Select appropriate vocab, grammar etc understanding the effct of these choices on the ‘mood’ of the piece

Use a range of devices for structuring, ordering, presenting texts to build cohesion

Redraft, edit, proof read and make improvements understanding the effect these have on the overall text

Evaluate their writing and that of others,

Consolidate:Full stopsCapital lettersQuestion marksCommas for listsCommas marking phrases and clausesCommas for pausesInverted commas (also called Speech marks). Double for direct speech eg “Hi” and single for quotations eg the minister said SATs

Term 1Embed the use of independent spelling strategies for spelling unfamiliar words eg phonemic, syllabic, visual, word families, mnemonics, etymology

Investigate the meaning and spelling of connectives eg furthermore, nevertheless. See Appendix 24

Term 2Revise and expand work

After a while A few days later Before Immediately Eventually Later When While Whenever Without warning Meanwhile

Because To his amazement / surprise If However Although Because Unlike Most of allConsequently DespiteInstead of Compared to

How –adverbsSuddenly / Fortunately / Luckily / Unfortunately –‘ly’ openerWhere – e.g. Across the road….Over the hill….. Inside the castle

Elaboration of starters using preposition e.g.

as wellalthoughhoweverespeciallyunlessexceptapart fromwhereasnevertheless

horizontally

Alliteration

Similes using…like….Similes using…as….as…

Adjectives /adverbs / powerful verbs / proper nouns

Conditionals -could, should, would

Comparative and superlative adjectives e.g.

Metaphor

Personification

Empty words e.g. someone, somewhere was out to get him

GRAMMAR-See Non-

suggesting improvements

Ensure texts make sense, standards English is uses, correct punctuations, vocab and grammar

Distinguish between spoken and the written word (writers voice)

Perform own compositions using appropriate intonation, volume movement etc so that meaning is clear.

Prese longer pieces of text

Consolidate:

Repetition in description – a lean cat, a mean catSimple noun phrases

Consolidate:Alan Peat sentences Yrs1-6

Paragraphing for organisationHeadings and subheadings

Devices to build cohesion between paragraphing-then, after that, firstly, this

Introduce:

were ‘very useful.’Exclamation marksApostrophes for contractions/possessionDashesEllipsesBracketsColons(Semi –Colons)

on spelling patterns including unstressed vowels in polysyllabic words eg definitely, separate, miniature. Revise work covered in Yr5 term 1 see Appendix 19

Use what is known about prefixes and suffixes to transform words eg negation in relation to verb tenses (-ing –ed) making noun, verbs and adjectives. See Year 4 Term 2 Appendix 19

Term 3Spell unfamiliar words using what is known of word families and spelling patterns. See all Appendices. (Perhaps chose ones which pupils are weakest in)

Revise and use word roots, prefixes and suffixes as a support for spelling.

Beyond the dark gloom of the cave, Zach saw the wizard move.

Consolidate: 5 part story structure to include cliff hangers, flash backs/forwards, time slips, paragraphs (TIP TOP) characterisation and development of charater

Independent planning

fiction

Speaking and Listening-See Appendix 32 Also See Speaking and listening Overview document on sch website

Image 3 examples-see Alan Peat Writing Exciting sentences p59

See appendices 4, 5, 6, 8, 10, 12, 16, 18 and 22

Year 6 Non-FictionGenres: Recounts-biography, autobiography, report (journalistic) discussion. Revision of all non-fiction genres.

Key Teaching Points for Non-Fiction.1.Identify your genre2.Chose your form3.Chose the style4.Identify the audience and purpose5.Select the content and organisation-chose the appropriate planning framework6.Know the language features to use

Terminology to teach the children.

Genre-particular kind of writing

Form-the format of the writing eg postcard, letter, poster, Leaflets, biography, autobiography, dialogue.

Style-the tone of the writing, it is either formal or informal

Openers to connect whole text

Connectives to link parts of sentences

Language Sentence Construction

Punctuation SpellingSee writing overview document appendix 2 on sch website and/or NC 2014 appendix 1

5Ws-who, what, why, where, when

See Sue Palmer’s non-fiction genre summaries (Connections)

Consolidate: 3 part structure.Beginning-5wsMiddle paragraphsEnd last neat lineAppropriate text layout, a range of techniques to engage the reader, variety of text layout, comments, opinions, questions,

See Fiction See Sue Palmer’s non-fiction genre summaries (Connections)

GRAMMARRecognise the vocab and structures which are appropriate to formal speech and writing including subjunctivesUse passive voice (passive verbs) to affect the presentation of information in a sentenceUse the perfect form of the verb to mark relationships of time and causeUse expanded noun phrases to convey complex info concisely

Simple and compound sentencesComplex sentences Questions and exclamationsLong and short sentenceExclamationsAlliterationOnomatopoeiaSimilesmetaphors

Consolidate:Full stopsCapital lettersQuestion marksCommas for listsCommas marking phrases or clausesCommas for pausesInverted commas (also called Speech marks). Double for direct speech eg “Hi” and single for quotations eg the minister said SATs were ‘very useful.’Exclamation marksApostrophes for contractions/possessionDashesEllipsesBracketsColons(Semi –Colons)

Introduce hyphens to avoid

Throughout the yearPupil will learn to-spell familiar words correctly and employ a range of strategies to spell difficult and unfamiliar words (syllables, base words, analogy, mnemonics-see phase 6 letters and sounds)-use a range of strategies to edit, proofread and correct spelling in their own work, on paper and screen.

Extend knowledge of spelling strategies and apply to high frequency words (see appendix 25) and cross-curricular words. Teacher to make own list of topic specific vocabulary

Spell words with silent lettersDistinguish between

rhetorical questions, balanced coverage of a topic, appropriate form, style, publishing format to enhance text and engage reader, semantic cohesion (eg repetition of a word or phrase) grammatical connection (eg use of adverbials such as ‘on the other hand,’ or ‘as a consequence.’ Elision layout devices (headings, subheadings, columns, bullets, tables etc to structure text

Independent planning

Use model verbs and adverbsUse clauses beginning who, which, where, when, whose

Use standard English not local idiomsUse grammatical terminology to discuss writing

Consolidate understanding of clauses through identifying the main clause. Understand the use of the conditional tense (if, might, could have, should have)Excellence & Enjoyment Year 6 unit 12 adverbial clauses.

2x week (minimum) deliver an activity to consolidate pupils’ ability to identify nouns, verbs (Make

ambiguity eg man-eating shark V man eating shark or recover V re-coverUse commas and hyphens to clarify meaning and avoid ambiguityUse commas, brackets and dashes to indicate parenthesisUse semi-colons colons and dashes to mark boundaries between independent clausesUse colons in a listUse bullet points

homophones and other words which are often confusedUse knowledge of morphology and etymology in spelling and to understand spelling Understand that some words just have to be learnt specificallyUse the first 3 words of a word to check its spelling in an dictionaryUse a thesaurus

sure pupils understand that verbs can be made up of up to 4 separate words eg ‘In 2013 I will have been attending St Andrew’s for 5 years), connectives, prepositions, articles, adjectives and adverbs, statements/simple sentences, compound sentences, complex sentences, clauses, phrases, questions and commands, correct tense agreement, subject verb agreement

Consolidate: Yr 5 grammarIntroduce: Active and passive verbs to create effect eg Active; Tom accidentally dropped the glass. Passive: The glass was accidentally dropped by Tom.Rhetorical questionQuestions for persuasion

Expanded noun phrases to convey complicated info concisely (eg the boy that jumped over the fence is over there. Or the fact that it was raining meant the end of sports day.

When to use formal and informal speech and writing eg use of question tage like ‘He’s your friend, isn’t he/ or the use of subjunctives in very formal speech

Year 5 FictionSee Writing Overview Document on the school’s website for the overview for writing in Year 5 and LOs for handwritingChose 6 from the following 8 fiction genres: Wishing, Warning, Beating the monster, Journey stories-quest/adventure, Losing, Suspense, Fantasy, Change eg Cinderella. See story types, generic grids from Pie Corbett. Play scripts

Poetry: Poems that convey feelings, moods and reflections, poems using metaphors and similes, narrative poems, performance poems. See Writing models Year 5 by Pie Corbett

Key Teaching Points for Fiction.13. Identify the genre-the type of story/poem14. Familiarise the pupils with the text. (Learn it off by heart)15. Deconstruct the text onto the story mountain-identify the beginning, middle and

end of the story and what happens in each section16. Identify the features of the text17. Pull out specific words, phrases and sentences pupils ought to use18. Identify the strands of the story that will be changed, otherwise ‘hug’ the text19. Model thinking of a new version of the story and mapping it20. Use the map to model writing your own version with the class21. Pupils write their own story maps22. Pupils tell their stories from the maps23. Pupils write their stories24. Select a specific element(s) to edit and model editing before children to the same

Terminology to teach the children.Genre-particular kind of writing. See Pie Corbett’s ‘Story Types-Genetic Grid.’(found in the school’s Literacy Framework File)

Features of the text-See the following documents in the school’s Literacy Framework File Story mountain planning framework St Andrew’s Writing Criteria Basic skills checklist (in Lit Framework fileAlso see Pie Corbett’s book ‘Writing Models’ for the year group you are teaching

Introduction-the opening paragraph of a story (5Ws)Journey-the paragraph(s) leading to the climax which usually involve the main character taking a physical or emotional journeyThe build up-the paragraph(s) before the Climax. Usually short sentences used for dramatic tensionThe Climax/problem-paragraph(s) where the hero confronts the villainThe Resolution-the paragraph(s) where the problem is resolvedThe Ending-the last neat line

Stories are either A-B-A or A-B-C. A being a safe place at the start of the story. B is the unsafe setting at the climax and the story ends in a safe setting again either back at A or in a new setting CConsolidate: letter, word, sentence, phrases (no verb) main clause, subordinate clause, question mark, exclamation mark, inverted commas, direct speech (“ “) reported speech/quotes (‘ ‘) bullet points, apostrophe for contractions/omissions and plural and singular possession, commas to separate clauses, colon to introduce a list, singular, plural, suffix, prefix, family word family, root word, consonant, vowel, adjective, noun, verb, adverb, imperative verb, tense (past present future) connective/conjunction, preposition, determiner/article, generalise, pronoun, possessive pronoun. Introduce: brackets, dashes, collective noun, model verb, metaphor, personification, onomatopoeia, rhetorical questions, COHESION, Commas to avoid ambiguity, PARENTHESIS

Openers to connect whole text

Connectives to link parts of sentences

Language Sentence Construction Punctuation Spelling

Consolidate:When – time connectivesOnce upon a timeEarly one morning First Then Next But SoFinally,…..happily ever afterAfter After that As At that moment

Consolidate:andwhountilbutbecause then

Consolidate: PrepositionsInside outsidetowards across under behind above along

Pupils must be taught to plan their writing, structure it, use appropriate vocab, correct grammar, use writing models.

Pupils must develop their own ideas, use plaot, characterisation etc when writing narratives, draft and redraft, edit own writing and that of others, understand how choices effect the ‘mood’ of the writing, choose appropriate

Consolidate:Full stopsCapital lettersQuestion marksCommas for lists

Term 1Consolidate: spelling of unstressed vowels in polysyllabic words eg company, poisonous. See Appendix 19 and appendix B

Consolidate: –igh from Yr4

By morning In the end One day Next morning NowSoon / As soon as Until When While After a whileA few days later Before Immediately EventuallyLater When While Whenever Without warning Meanwhile Because To his amazement / surprise If However Although Unlike Most of all

How –adverbsSuddenly / Fortunately / Luckily / Unfortunately –‘ly’ opener(See Sentence Construction)Where – e.g. Across the road….Over the hill….. Inside the castle…

Consolidate: 5 part storyIntroduction-(5ws) embedded clauseBuild up-develop suspense.Problem/Dilemma-may be

that while whenwhereorso thatIftoorafteralsoas wellalthoughhoweverespeciallyunlessexceptapart from

Introduce:whereasnevertheless

before between after next to by the side of In front of during through throughout at underneath since towards beneath beyond, etc

AlliterationSimiles using like/asMetaphorsAdjectives /Adverbs / powerful verbs / proper nounsComparative and superlative adjectives

Introduce:PersonificationEmpty words

vocab, grammar, use a range of devices to build cohesion, organise and present the text-heading, sub-headings, bullet points.

Use punctuation to enhance the effect of text, propose changes to punctuations, spelling, grammar, sentence structure and understand this effect on the text

Ensure consistent and correct use of tense throughout the text. Ensure subject verb agreement, standard EnglishDistinguish between the spoken and written wordPerform their own compositions using appropriate intonation, volume, movement etc so that meaning is clear.

Consolidate: Alan Peat sentences Yrs1-4Introduce:Personification of weather- see Alan Peat Writing Exciting Sentences p47

P.C. sentences- see Alan Peat Writing Exciting Sentences p49

The more, the more sentences- see Alan Peat Writing Exciting Sentences p51

Irony- see Alan Peat Writing Exciting Sentences p57

Commas after openers (marking clauses or phrases) Use of commas to mark phrases or clauses (embedded clauses etc)Commas for pausesInverted commas (also called Speech marks). Double for direct speech eg “Hi” and single for quotations eg the minister said SATs were ‘very useful.’Exclamation marksApostrophes for

term 2. Spell words with common letter strings and different pronunciations eg –ough: tough, Plough, through, -ear fear, pear; -oo good, pool;-ie lie, field; -our colour, pour. See Appendix 20. Also phase 6 letters and sounds

Consolidate: words ending in ‘shush’ sound spelt ‘-cious’ or ‘-tious’ eg vicious, nutritious. See Appendix DWords ending in ‘shul’ sound spelt ‘-cial’ eg specialIntroduce: words ending in ‘-ant’, -ance’, ‘-ancy’, ‘-ence’, ‘-ency’ see appendix D

Words ending ‘-ible’ and ‘–able’ See appendix D

Verb prefixes dis-, de-, mis-, over-, re- See Appendix D

Term 2Consolidate: spelling rules for adding-ing from Yr2 and Yr3 work. Explore the spelling patterns of consonants and

more than one problem needing to be resolvedResolution-clear links to the dilemmaEnding-last neat line, reflect back on changes, events, characters, look to the futureIntroduce:Consequently DespiteInstead of Compared toElaboration of starters using preposition e.g. Beyond the dark gloom of the cave, Zach saw the wizard move.

e.g. someone, somewhere was out to get him

GRAMMAR-See Non-Fiction

Speaking and Listening-See Appendix 31

Also See Speaking and listening Overview document on sch website

Stage directions in speech (speech + verb + action) e.g. “Stop!” he shouted, picking up the stick and running after the thief.

contractions and possessionBracketsDashesEllipsesColons

Introduce:Semi –Colons (optional)

formulate rules eg full becomes ful when used as a suffix eg beautiful; words ending-y change to –i before adding –ful eg beautiful; c is soft when followed by i eg can, carrot, couple, cut=hard sound, city, cinema=soft. See Appendix 21 and appendices A-C. Also phase 6 letters and sounds

Explore less common prefixes and suffixes eg –ian: magician, im-;immature, il-:illegal See Appendix 22 and appendix C ‘Yr4 words to learn’

Introduce: suffixes beginning with vowels to words ending in ‘-fer’Suffixes which convert nouns or adjectives into verbs eg –ate, -ise, -ify

The use of a hyphen to link words eg co-ordinate See appendix D

Term 3Revise prefixes from Yr2-5 (un-,

dis-, mis-, anti-, non- de-Introduce ir- eg regular-irregular, responsible-irresponsible; in- active-inactive, im- mature-immature; il-legal-illegal. See Appendix 22 and appendices A-C.

Consolidate: Investigate and learn spelling rules for adding suffixes to words ending in –e, words ending in –y and words containing ie eg live, living, lively, lifeless, happy happiness, happier. See Appendix 23

Words with ‘ee’ sound spelt ‘ei’ words containing the letter string ‘ough’Words with silent letters. See appendix B and D

Homophones and words that are often confused. See Appendix D

Bibliography (useful texts to use for Fiction and Non-Fiction)

FICTIONStoryteller aged 4-7 by Pie CorbettStoryteller 7-9 by Pie CorbettStoryteller 9-11 by Pie CorbettWriting Models Years 3-6 Pie CorbettSt Andrew’s Story and Rhyme spine (listing all the stories and rhymes which pupils must learn by heart in each Year group)St Andrew’s Class Novel list-suggested class novels for KS1 and KS2 year groups.

NON-FICTIONOxford Connections by Sue PalmerWriting models Years 3-6 by Pie Corbett

STARTERS AND ACTIVITIES TO DEVELOP LANGUAGE AND VOCABULARY.Jumpstart Story making. Games and Activities for ages 7-12. Pie CorbettJumpstart Literacy, Games and activities for ages 7-14. Pie Corbett

CHECK OUT ESPRESSO!Appendix D Year 5 and 6.

All to be taught in Year 5 and consolidates in Year 6

Endings which sound like /shus/

spelt –cious or –tious

Not many common words end like this.

If the root word ends in –ce, the /sh/ sound is spelt as c – e.g. vice –

vicious, grace – gracious, space

vicious, precious, conscious, delicious, malicious, suspicious

ambitious, cautious, fictitious, infectious, nutritious

– spacious, malice – malicious.

Exception: anxious

Endings which sound like /shul/

–cial is common after a vowel and –tial after a consonant, but there

are some exceptions.

Exceptions: initial, financial, commercial, provincial (though the

spelling of the last three could be said to come from finance,

commerce and province.

official, special, artificial, partial, confidential, essential

Words ending in –ant, –ance/–

ancy, –ent, –ence/–ency

Use –ant and –ance/–ancy if there is a related word with a clear /a/

or /ai/ sound in the right position –

–ation endings are often a clue.

Use –ent and –ence/–ency after soft c (/s/ sound), soft g (/j/ sound)

and qu, or if there is a related word with a clear /e/ sound in the right

position.

observant, observance, (observAtion), expectant (expectAtion)

hesitant, hesitancy (hesitAtion), tolerant, tolerance (tolerAtion),

substance (substAntial)

innocent, innocence, decent, decency, frequent, frequency,

confident, confidence (confidEntial), assistant, assistance,

obedient, obedience, independent, independence

There are many words, however, where the above guidelines don’t

help. These words just have to be learnt.

Words ending in –able and –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

adorable (adoration), applicable (application), considerable

(consideration), tolerable (toleration)

changeable, noticeable, forcible, legible

dependable, comfortable, understandable, reasonable, enjoyable,

reliable

possible, horrible, terrible, visible, incredible, sensible

word ending

in –ation. The first six 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).

Adding suffixes beginning with

vowels to words 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.

referring, referred, referral, preferring, preferred, transferring,

transferred

reference, referee, preference, transference

Use of the hyphen to link words Hyphens can

be used to join a prefix to a root word, especially if the

prefix ends in a vowel and the root word also begins with one.

e.g. co-ordinate, re-iterate, pre-eminent, co-own

Words with the /ee/ sound The ‘i before e except after c’ deceive, conceive, receive, perceive, ceiling (+ deceit, conceit,

spelt ei

after c

rule applies to words where the sound

spelt by ei is a clear /ee/.

Exceptions: protein, caffeine, seize.

receipt)

Words containing the letter-string

ough

ough is one of the trickiest spellings in English – it can be used to

spell a number of different sounds.

ought, bought, thought, nought

rough, tough, enough

cough

though, although, dough

through

thorough, borough

plough

Words with ‘silent’ letters (i.e.

letters which 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, the k was sounded as /k/ and

the gh used to represent the sound that ‘ch’ now represents in the

Scottish word loch.

doubt, island, lamb, solemn, thistle, knight

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.

advice/advise

device/devise

licence/license

practice/practise

prophecy/prophesy

aisle: a gangway between seats (in a church, train, plane)

isle: an island

aloud: out loud

allowed: permitted

affect: usually a verb (e.g. ‘The weather may affect our plans.’)

effect: usually a noun (e.g. ‘The weather 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.’).

altar: a table-like piece of furniture in a church

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

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

mourning: grieving for someone who has died

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’ (e.g. ‘I passed him in the

road.’

precede: go in front of or before

proceed: go on

principal: adjective – most important (e.g. principal ballerina);

noun – important person (e.g. principal of a college)

principle: basic truth or belief

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’

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

disinterested: not having a personal stake in the matter (a World Cup

referee must be disinterested – i.e. must not be from one of the

countries playing in the match)

uninterested: not interested, bored (a referee should be interested,

not uninterested, in football)

draft: noun – a first attempt at writing something; verb – to make the

whose: belonging to someone (e.g. ‘Whose jacket is that?’)

first attempt; also, to draw in someone (e.g. to draft in extra help)

draught: a current of air

Converting nouns or adjectives into verbs using –ate, -ise, -ify

assassinate  associate  attenuate  automate

 captivate  castigate  celebrate  circumnavigate  collate

 communicate  compensate  complicat

e  concentrate  confiscate

         

 conflagrate  congratulate  congregate  contaminate  contemplat

e cooperate  create  cremate  cultivate  deactivate

 dedicate  deflate  delegate  deliberate  demonstrate

 discriminate  disintegrate  donate  educate  elaborate elevate  eliminate  elongate  emmancipate  emigrate       

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e

compromis

e

exercise revise

advise despise improvise supervise

apprise devise incise surmise

chastise disguise prise (meaning

‘open’)

surprise

compris

e

excise promise televise

Verb prefixes dis-, de-, mis-, over, re-

Disability, disables, disadvantage, discord

Deactivate, degenerate, depreciate

Misuse, misspelt, misguided

overreact, overhaul, overkill,

react, reposition, redeploy

Word List for Years 5 and 6 [162]

Check which of the following pupils in Yr 5 can spell. Consolidate in Yr 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

Forty

Frequently

Government

Guarantee

Harass

Hindrance

Identity

Immediate (ly)

Individual

Interfere

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

Signature

Sincere (ly)

Soldier

Stomach

Sufficient

Suggest

Symbol

System

Temperature

Thorough

Twelfth

Variety

Vegetable

Vehicle

Yacht

Appendix 24 Year 6 Term 1

furthermore nevertheless although therefore

whereas however whatever henceforth

whosoever meanwhile notwithstanding whenever

moreover besides

Appendix 25 continued...

Year 4 and 5 High Frequency Words (Year 6-Revise the list below.)asked began being Can’t Didn’t coin parkDon’t found gone shown brought brown noisychange does goes heard told flowerpot townused might think coming I’m care roundjump leave open started think hair dare

thought watch knew know stopped door sharetries turned walked woken write her caughtasked almost before during every turn werefirst morning number often still oil purpleuntil always any better half cowmuch ever only second today owlsometimes suddenly upon while year scareyoung above below different high wearother place around such under clawacross between following inside near snoreoutside right where without along nurseboth through together around also boilbaby balloon great sure birthday boilingchildren garden happy sometimes those soundwork words clothes brother head fairheard swimming earth lady own therewhy whole eyes father friends floorimportant light money mother paper storesister small white sound window furseen green been deep keep firstsleep neat seat beat meat darkmade shade blade spade rain toilettrain brain again name night downlight right sight fright kite mouthbite white write boat goat bearnose rose close show know sportglow flow moon soon room moreboot goose blue drew flew birdtune pull good look took turkeybook stood wood car barfar hard scarf farmyard card

Speaking and Listening

Pupils should be given opportunities to learn the following words, phrases and sentences by heart. It is not an exhaustive list, these are suggestions.

These structures can be taught throughout the curriculum in lessons such as English, Read Write Inc, guided and shared reading, science, maths, Geography, History etc.

The following can be found in a separate document on the KLP called ‘Progression in Language development.’ See the ‘speaking and listening’ file on the KLP. Here the information in organised by language not year group.

The ‘Speaking and Listening file’ on the KLP also contains documents outlining activities and strategies which can be used to teach speaking and listening.

See Speaking and Listening section of the Literacy PolicyAppendix 32 Year 6 LanguageLanguage of Argument/DiscussionOn the one hand...But...Convince me that...I am/am not convinced that...Given that... wouldn’t you agree that...

Language of Comparison/ClassificationIn some ways ... and ... are alike. For instance they both ...Another feature they have in common is that ...Furthermore they are both ...However they also differ in some ways. For example ... while ...Another difference is that..whereas ...Finally ... but ...

Language of DeductionThe facts lead to...Based on ...I have been led to the conclusion that...The evidence leads to the conclusion that...The evidence leads to ...Having considered ...This infers that ...

Language of DescriptionIn comparison to ...Idioms (eg peas in a pod)Develop similes and metaphors

The similarities/difference seem more significant than the similarities/difference because ...

Language of EvaluationMy view is that ...In my opinion ...This is supported by the fact that ...Furthermore ... however ...Possible improvements may include... or alternatively ...

Language of Explanation... such as ...Due to ...(X) has/is ...In summary ...Owing to ..., (X) has/is ...This has altered ...Eventually ...

Language of Explanation in a Mathematical ContextFirst I...Then ...Next ... Finally ...I approached it methodically (by) ...I was systematic...(when/because) ...I looked at the whole problem and broke it down into stepsWe could possibly ... or ...So far I have discovered/worked out that ...

Language of Hypothesis (a suggestion which tries to explain something based on evidence)Consequently/ Based on the fact that/ Because I believe/ Based on my beliefs...To hold the view/ After considerationAfter/On reflection ...It is my understanding that ...The facts lead me to the conclusion that ...

Language of OpinionConsequently/ Based on the fact that/ Because I believe/ Based on my beliefs...To hold the view/ After considerationAfter/On reflection ...It is my understanding that ...The facts lead me to the conclusion that ...

Language of PredictionIn the light of ... I predict that ...There is a high/low probability that ...The chances of...The likelihood of ...Due to the fact that ...Upon consideration of the relevant factors...

Language of Retelling-events and storyIn the beginning...Subsequently...Meanwhile...Other Words and phrases from stories learnt by heart

With hindsight...Reflecting upon...In the event that...Lastly...To conclude/In conclusion...To sum up...

Language of sequencingWhilst (X) was.... (Y) was...During (X)-(Y) happenedInitially the .... were ...However...