Spelling at Francis Baily for Parents

8/11/2019 Spelling at Francis Baily for Parents

1/23

1

Spelling atFrancis Baily


2/23

2

Contents

Page 3: Introduction

Page 4: Year One

Page 5: Year Two

Page 6: Year Three

Page 7: Year Four

Page 8: Year Five

Page 9: Year Six

Page 10: Spelling Strategies

Page 13: Word Lists

Page 15: First 100 high frequency words

Page 16: 200 high frequency words

Page 17: Year Six SATs Frequent Spellings

Page 19: Spelling Games


3/23

3

Introduction

With spelling being a key focus at Francis Baily this is a booklet that has been put

together to provide parents with support when working on spelling with their children

at home. It provides a breakdown of the patterns that will be taught in each year,examples of spellings, activities and strategies to use with children to help them learn.

Foundation, Year 1 and 2 pupils are introduced to phonics through a structured

programme and begin to develop their spelling of the high frequency words (the most

commonly used words). Older pupils Key Stage 2 learn about spelling patterns, rules and

exceptions to these. They also continue to develop their spelling skills of the medium

frequency words.

Key points to remember when helping your child with spellings

Practice makes perfect

Encourage your child to use the words theyve practised write stories

together, keep a notebook of all the words theyve learned to spell so far.

Review words they can spell. Have them practise them once or twice each before

looking at new words as this will boost their confidence.

Discourage your child from learning all the spellings on a list at once focus on a

few at a time.

Important approaches

Encourage your child to attempt to spell new words and praise their efforts

Never spell words for them point out mistakes and tell your child what he/she

got right in their attempt.

Encourage your child to try spelling the word in parts, by breaking it up into

syllables and sounding it out.

Try to focus on prefixes, e.g. un prefixes, e.g. unhappy, compound words, e.g.

flower/pot and root words, e.g. bene . bene beneficial.


4/23

4

Year One

Children in year one should be able to use:

all letters of the alphabet and the sounds which they most commonly represent

consonant digraphs which have been taught and the sounds which they represent

vowel digraphs which have been taught and the sounds which they represent

the process of segmenting spoken words into sounds before choosing graphemes

to represent the sounds

words with adjacent consonants

guidance and rules which have been taught


5/23

5

Year Two

Children in year two should be able to spell:

words ending in ge and dge, and spelt g in words before e, i and y

words where c comes before e, i and y

words where kn and gn come at the beginning

ends of words:

o le, el, il, al, y at the end of words

o -es to nouns and verbs ending in-y

o ed, -ing, -er, -est (to words ending in a constant and y)

o ing, ed, er, est and y to words ending in e with a consonant before it

o ing, ed, er, est and y to words of one syllable ending in a single

consonant letter after a single vowel lettero -tion

sounds

o a before l and ll

o o within a word

o -ey, a after w and qu

o or after w

o ar after w

o s

suffixes

o ment

o nedd

o ful

o less

o ly

contractions

o Apostrophe to replace missing letters where words are not written in full

possessive apostrophe homophones

common exceptions


6/23

6

Year Three

Children in year three should be able to:

use further prefixes and suffixes and understand how to add them

o prefixes - pre-, dis-, mis-, re-, sub-, tele-, super-, auto-

o suffixes -ly

spell further homophones

o brake/break, grate/great, eight/ate, weight/wait, son/sun, here/hear,

knot/not, meat/meet, missed/mist,

spell words that are often misspelt

place the possessive apostrophe accurately in words with regular plurals [for

example, girls, boys] and in words with irregular plurals [for example, childrens]

o revision of these from year two cant, didnt, hasnt, couldnt, its, Ill

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 wordsand punctuation taught so far

proof-read for spelling errors

words spelt with:

o ei sound - ei, eigh, ey, aigh and i, y, ui

o u, o

o g sound - gue

o k sound que and ch

o ch, sh, ss, tion, tial, ce

o

i sound spelt y


7/23

7

Year Four

Children should be able to:

use further prefixes and suffixes and understand how to add them

o Prefixes in-, il-, im-, ir-, inter-, anti-.

o Suffixes - -en, -er, -ed, -ing, -ation, -ly, -ous

spell further homophones

o peace/piece, main/mane, affect/effect, whether/weather, fair/fare,

medal/meddle

spell words that are often misspelt

place the possessive apostrophe accurately in words with regular plurals [for

example, girls, boys] and in words with irregular plurals [for example, childrens]

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


word ending they should know the sound these make:

o measure

o creature,furniture.

o spelt tion, sion, ssion, cian

o sion eg division, confusion


8/23

8

Year Five


use further prefixes and suffixes and understand the guidance for adding them

spell some words with silent letters ( rarer GPCs) [for example, knight, psalm,

solemn]

continue to distinguish between homophones and other words which are often

confused

o isle/aisle, aloud/allowed, affect/effect, herd/heard, past/passed,

altar/alter, ascent/assent, bridle/bridal, led/lead, steal/steel,

cereal/serial, father/farther, guessed/guest, morning/mourning,

whos/whose

use knowledge of morphology and etymology in spelling and understand that the

spelling of some words needs to be learnt specifically

use dictionaries to check the spelling and meaning of words

use the first three or four letters of a word to check spelling, meaning or both of

these in a dictionary

use a thesaurus


o words sounds:/i:/ sound spelt ei after c.eg receive, ceiling

word endings:

o

-string, -ough, -ible, -ibly


9/23

9

Year Six


use further prefixes and suffixes and understand the guidance for adding them

o suffixes adding suffixes beginning with vowel to word ending in -fer

spell some words with silent letters ( rarer GPCs) [for example, knight, psalm,

solemn]

continue to distinguish between homophones and other words which are often

confused

o

advice/advise device/devise licence/license practice/practiseprophecy/prophesy, compliment/complement, desert/dessert,

principal/principle, profit/prophet, stationery/stationary,

compliment/complement, desert/dessert, principal/principle,

profit/prophet, stationery/stationary.

use knowledge of morphology and etymology in spelling and understand that the

spelling of some words needs to be learnt specifically

use dictionaries to check the spelling and meaning of words

use the first three or four letters of a word to check spelling, meaning or both of

these in a dictionary

use a thesaurus


word ending they should know the sound these make:

o spelt cious or tious eg precious, ambitious.

o official, special, artificial, partial, confidential, essential.

o ant, ance/ancy, ent, ence/ency


10/23

10

Spelling Strategies

These strategies can be used to help your children with their spelling.

Children can use the Look, Say, Cover, Write, Check method, which involves:

Looking carefully at the wordthe letter patterns, sounds, syllables, tricky

bitsand making a mental picture of them

Saying the word out loud emphasising the tricky bits

Covering up the word so that they can no longer see it and visualising it in their

heads.

Writing the word down and looking at it to see if it looks like the word they

originally studied

Checking their spelling against the wordif it is not the same they need to

identify the part they are having trouble with and try again

Of course, just looking at a word does not help all children, so what else can we do ?

Here are just some of the strategies we use:

Writing the word in different ways and colours sometimes helps to visualise the

letter patterns.

E.g. Write the word in bubble writing, colouring in the tricky part or

individual sounds

Mnemonics - Words to represent letters

E.g. big elephants can always understand small elephants

because

Making the word using other materials

E.g. make the word in stones, plasticene, water with a squeezy bottle etc

Listing words with similar patterns:

night, fright, sight, slight, bright

All pupils are encouraged to :

Attempt words for themselves using a range of strategies

Use prompts around the classroom e.g. word walls, word mats, word

lists, computer spell checks

Develop dictionary skills to support their spelling


11/23

11

Learn technical spellings through topic work

Selfcorrect where appropriate

Tips for helping younger children with their spelling

Write words in alphabetical order

Colour in and illustrate words write a word in one colour, then go over it again

and again in different rainbow colours. Repetition will help your child to learn

the shape of the word.

Writing words with coloured chalk on black paper is another way of carrying this

out.

Write each spelling word on 2 cards and play a matching game.

Let your child use their finger to write words on your back guess what they

have written and then reverse the process. Children seem to love doing this!

Have fun writing words in the air, on different textures e.g. sand, condensation.

Flatten a piece of plasticine and use a pencil to write the word into it. Note any

patterns within the word and then smooth the plasticine and challenge your child

to write the word from memory.

Encourage your child to draw pictures to accompany their spelling words and

then write the words underneath.

See if your child can spot their spelling words in a reading book or comic.

Make flashcards to help you when revising spellings with your child. Find a picture in a magazine and try using the spelling words to write sentences

relating to the picture.

Count the number of letters each word has. Focus on how many vowels,

consonants, double letters etc.

Jumble up the letters and see if your child can unscramble them correctly to

spell the word.

Tips for helping older children with their spelling

Ask your child to write down their spelling words. Ask them to colour all the

short vowels red, the long vowels blue and all the blends green.

When your child has learned their spelling words and is confident they know

them, write them down in a muddled fashion and then set your child the

challenge of unmuddling them e.g. onhisaf = fashion

Make a word search using the spelling words and ask your child to do the same.

When you have both finished making your word searches, swap them over andsee if you can find the hidden words.


12/23

12

Let your child use Scrabble tiles to spell the words. Then ask them to add up the

score for each word. Which word is worth the most points? The least?

Scrabble is an excellent game to play when learning new vocabulary.

Challenge your child to write a really silly sentence, including as many of the

words on their list as possible. Encourage your child to spot familiar letter patterns in the words on their

spelling list and then to collect other words that contain the same letter

pattern.


13/23

13

Y3 T1 Y3 T2 Y3 T3 Y3 T4 Y3 T5 Y3 T6

accident(ally)

actual(ly)

address

answer

appear

arrive

believe

bicycle

breath

breathe

build

busy/business

calendar

caught

centre

century

certain

circle

complete

consider

continue

decide

describe

different

difficult

disappear

early

earth

eight/eighth

enough

exercise

experience

through

various

weight

woman/women

occasion(ally)

special

notice

experiment

extreme

famous

favourite

February

forward(s)

fruit

grammar

Y4 T1 Y4 T2 Y4 T3 Y4 T4 Y4 T5 Y4 T6

often

opposite

ordinaryparticular

peculiar

perhaps

popular

position

possess(ion)

possible

potatoespressure

probably

promise

purpose

quarter

minute

question

recent

regularreign

remember

sentence

separate

material

medicine

increase

important

interestisland

knowledge

learn

length

library

mention

straight

strange

strengthsuppose

surprise

therefore

though

although

thought

group

guard

guideheard

heart

height

history

imagine naughty

natural

Y5 T1 Y5 T2 Y5 T3 Y5 T4 Y5 T5 Y5 T6

accommodate

accompany

according

achieve

aggressive

amateur

ancient

apparent

appreciate

attached

available

average

awkward

bargain

bruise

category

cemetery

committee

communicate

community

competition

conscience*

conscious*

controversy

dictionary

disastrous

embarrass

environment

equipped/ment

especially

exaggerate

excellent

existence

convenience

correspond

criticise (critic + ise)

curiosity

definite

desperate

determined

develop

pronunciation

queue

recognise

recommend

relevant

restaurant

rhyme

rhythm

sacrificeY6 T1 Y6 T2 Y6 T3 Y6 T4 Y6 T5 Y6 T6


14/23

14

secretary

shoulder

signature

sincere(ly)

soldier

stomach

sufficient

suggest

explanation

symbol

system

temperature

thorough

twelfth

variety

vegetable

vehicle

yacht

opportunity

parliament

persuade

physical

prejudice

privilege

profession

programme

marvellous

mischievous

muscle

necessary

neighbour

nuisance

occupy

occur

identity

immediate(ly)

individual

interfere

interrupt

language

leisure

lightning

familiar

foreign

forty

frequently

government

guarantee

harass

hindrance


15/23

15

The first 100 high-frequency words in order

the are do about

and up me gota had down their

to my dad people

said her big your

in what when put

he there its could

I out see house

of this looked old

it have very too

was went look by

you be dont day

they like come made

on some will time

she so into Im

is not back if

for then from help

at were children Mrs

his go him calledbut little Mr here

that as get off

with no just asked

all mum now saw

we one came make

can them oh an


16/23

16

The next 200 most common words in order of frequency

water away good want over

how did man going where

would or took school think

home who didnt ran know

bear cant again cat longthings new after wanted eat

everyone our two has yes

play take thought dog well

find more Ill round tree

magic shouted us other food

fox through way been stop

must red door right sea

these began boy animals never

next first work lots need

thats baby fish gave mouse

something bed may still found

live say soon night narrator

small car couldnt three head

king town Ive around every

garden fast only many laughed

lets much suddenly told another

great why cried keep roomlast jumped because even am

before gran clothes tell key

fun place mother sat boat

window sleep feet morning queen

each book its green different

let girl which inside run

any under hat snow air

trees bad tea top eyes

fell friends box dark grandadtheres looking end than best

better hot sun across gone

hard floppy really wind wish

eggs once please thing stopped

ever miss most cold park

lived birds duck horse rabbit

white coming hes river liked

giant looks use along plants

dragon pulled Were fly grow


17/23

17


18/23

18


19/23

19

Spelling Games

It is really important that parents and caregivers are involved in helping children to

learn their spellings. Confidence in spelling allows children to write more freely and

imaginatively. You should practise your spellings for 10 to 20 minutes EVERY day. Hereare some games or ideas you could use. Why not try a different one each night to keep

it fun and interesting. Remember everyone learns by; Doing it, seeing it, saying it,

writing/drawing it, listening to it so making sure you have variety of games and tasks is

a great way to ensure the learning sticks!

1) Word Search

Create your own word searches using your spelling words. Or use this link to get your

computer to do it for you.http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp

2) Draw your words on Lite-Brite.

http://www.sfpg.com/animation/liteBrite.html#%7CHERE

3) Air spelling:

Choose a spelling word. With your index finger write the word in the air slowly, say

each letter. Your parent needs to remind you that you need to be able to 'see' the

letters you have written in the air. When you have finished writing the word underline

it and say the word again. Now get you parents to ask you questions the about the word.

For example they could ask 'What is the first letter?' 'What is the last letter?' 'How

many letters are there?' etc.

4) Media Search:

Using a newspaper or magazine you have 15 minutes to look for your spelling words.

Circle them in different coloured crayon. Which of your spellings words was used the

most times?

5) Shaving Cream Practice:

An easy way to clean those dirty tables is to finger paint on them with shaving cream.

Squirt some on the table (with your parents permission and supervision!) and then

practice spelling your words by writing them with your finger in the shaving cream.

6) Salt Box Spelling:

Ask your parents pour salt into a shallow box or tray (about 3cm deep) and then

practice writing you spellings in it with your finger.
http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asphttp://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asphttp://www.sfpg.com/animation/liteBrite.html#%7CHEREhttp://www.sfpg.com/animation/liteBrite.html#%7CHEREhttp://www.sfpg.com/animation/liteBrite.html#%7CHEREhttp://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp


20/23

20

7) Scrabble Spelling:

Find the letters you need to spell you words and then mix them up in the bag. Get your

parents to time you unscrambling your letters. For extra maths practice you could find

out the value of each of you words.

8) Pyramid Power:

Sort your words into a list from easiest to hardest. Write the easiest word at the top

of the page near the middle. Write the next easiest word twice underneath. Write the

third word three times underneath again until you have built your pyramid

9) Ransom Note:

Cut the letters needed to for your words from a newspaper or magazine and glue themdown to spell the words.

10) Spell It With Beans:

Use Lima beans (or any dried beans or lentils) to spell out your words. If you glue them

onto separate pieces of card then you made a great set of flash cards to practice with

for the rest of the week.

11) Pipe Cleaners Or Tooth Picks:

These are just a couple of suggestions of things you could use to for your spelling

words.

12) Tasty Words:

Just like above but this time try and find tasty things to spell your words with, like

raisins. Then when you spell them right you get to eat them!

13) Design A Word:

Pick one word and write it in bubble letters. Colour in each letter in a differentpattern.

14) Sign Your Word:

Practice spelling your words by signing each letter. To see the New Zealand Sign

Language Alphabethttp://www.nzsign.co.nz/Downloads/fingerspelling.pdf

15) Water wash:

Use a paintbrush and water to write your words outside on concrete or pavements.
http://www.nzsign.co.nz/Downloads/fingerspelling.pdfhttp://www.nzsign.co.nz/Downloads/fingerspelling.pdfhttp://www.nzsign.co.nz/Downloads/fingerspelling.pdfhttp://www.nzsign.co.nz/Downloads/fingerspelling.pdf


21/23

21

16) ABC Order:

Write your words out in alphabetical order. Then write them in reverse alphabetical

order.

17) Story Time:Write a short story using all your words. Don't forget to check your punctuation!

18) Simple Sentence:

Write a sentence for each of your words. Remember each sentence must start with a

capital letter and end with a full stop.

19) Colourful Words:

Use two different coloured pens to write your words. One to write the consonants andone to write the vowels. Do this a couple of times then write the whole word in one

colour.

20) Memory Game:

Make pairs of word cards. Turn them all over and mix them up. flip over two cards, if

they match you get to keep them, if not you have to turn them over again. Try and

match all the pairs.

21) Finger Tracing:

Use your finger to spell out each of your words on your mum or dad's back. Then it's

their turn to write the words on your back for your to feel and spell.

22) Spelling Steps:

Write your words as if they were steps, adding one letter each time. (It's much easier

doing this on squared paper)

23) Scrambled Words:Write your words then write them again with all the letters mixed up.

24) X-Words:

Find two of your spelling words with the same letter in and write them so they criss

cross.

25) Ambidextrous:

Swap your pen into the hand that you don't normally write with. Now try writing out

your spellings with that hand.


22/23

22

26) Telephone Words:

Translate your words into numbers from the telephone keypad.

27) Secret Agent:Write out the alphabet, then give each letter a different number from 1 to 26. (a = 1, b

= 2, c = 3 ect.) Now you can spell out your words in secret code.

28) Missing Letters:

Ask your mum or dad to write out one of your words loads of times on piece of paper,

but each time they have to miss out a letter or two. Then you have to fill in the missing

letters. After you have checked them all try it again with another word.

29) Listen Carefully:

Ask your parents to spell out one of your words then you have to say what the word is

they've spelt out.

30) Acrostic:

Use words that start with each letter in your spelling word. Youre more likely to

remember it if it makes sense!

31) TIC-TAC-TOE

This game is similar to noughts and crosses but with key words. With two players, each

person picks a word that is the most complex in the list and then cover it up. In each

space, the child writes the word. They must make a row of three to win.

32) SAND, PAPER and PAINT

Using sand, children write with their finger their spellings. This can also be used

alongside look, say, cover, write and check. Children can use paint on paper in the same

way and write their words with a paint brush or finger instead.

33) I SPY WITH MY LITTLE EYE

This activity can be used with any child and focuses upon either the first letter of the

word (as in the traditional game) or, more complicated, picking a specific pattern from

the children to think of e.g. I spywith my little eye, a word containing ea-together

Peach? Etc.


23/23

34) SPELLAMEDODDLE

Using one word, the children draw a picture using the word over and over again to make

the lines of their picture. E.g. if the focus word was house, the children might draw a

house where the walls and windows are constructed with the word written over andover again.

35) NUMBER PLATES

A game similar to COUNTDOWN. On a car journey, observe the number plates of cars:

DG72 TRC The aim of the game is to take the group of three letters and keeping them

in that order, make the longest word possible.

From this number plate you could make the following words: track, trace, terrific,

tracing

Documents

Spelling at Francis Baily for Parents