St. Augustine's Catholic Primary School

Reception    

Year 1   

Year 2   

30 – 50 months       40 – 60 months        Early Learning Goals

• To continue a rhyming string.
• To hear and say the initial sound in words.
• To segment the sounds in simple words and blend them together.
• To link sounds to letters, naming and sounding the letters of the alphabet.

• To use their phonic knowledge to write words in ways which match their spoken sounds.

• To write some irregular common words.

• I can make phonetically plausible attempts at words I have not yet learnt.
• I can name the letters of the alphabet in order.

• naming the letters of the alphabet in order
• using letter names to distinguish between alternative spellings of the same sound

• I can spell the days of the week.
• I accurately spell all Year 1 words.
• I can add the taught prefixes and suffixes correctly.

• using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs
• using the prefix un-
• using –ing, -ed, -er, and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]

• I can write simple sentences dictated by the teacher that include words using GPCs and common exception words taught so far.
• I can spell words containing each of the 40+ phonemes already taught.
• I can spell the Year 1 common exception (English Appendix 1 P.6)

See English Appendix 1 for ‘Spelling – work for year 1’   (P.1-6)

• I can segment spoken words into phonemes and represent these by graphemes, spelling many correctly.
• I can add suffixes to spell longer words (less, ment, ness).
• I can use the suffixes ‘er’, ‘est’ in adjectives and ‘ly’ to turn adjectives into adverbs.
• I can distinguish between a homophone and a near homophone.
• I can spell more words with contracted forms.
• I can use the possessive apostrophe (singular) [for example, the girl’sbook]

• I can spell the year 2 common exception words English Appendix 1 P.10)
• I can write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

See English Appendix 1 for ‘Spelling – work for year 2’ (P.7-10)

Year 3

Year 4

Year 5

Year 6

• I can use further prefixes and suffixes and understand how to add them (English Appendix 1 P.11-12)
• I can spell further homophones (English Appendix 1 P.15)
• I can spell words that are often misspelt (English Appendix 1 P.16)
• I can place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]
• I can use the first two or three letters of word to check its spelling in a dictionary.

• I can write from memory simple sentences, dictated by the teacher,
• I can use a range of strategies to help me learn to spell new words correctly.

See English Appendix 1 for ‘Spelling – work for years 3 and 4’  (P.11-17)

• I can use further prefixes and suffixes and understand how to add them (English Appendix 1 P.11-12)

• I can spell further homophones (English Appendix 1 P.15)
• I can spell words that are often misspelt (English Appendix 1 P.16)
• I can place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]

• I can use the first three letters of a word to check the spelling and meaning of new words.
• I can write from memory simple sentences, dictated by the teacher that includes words and punctuation taught so far.
• I can use a range of strategies to help me learn to spell new words correctly.

See English Appendix 1 for ‘Spelling – work for years 3 and 4’  (P.11-17)                          

• I can use further prefixes and suffixes and understand the guidance for adding them.
• I can spell words with ‘silent’ letters [for example, knight, pslam, solemn]
• I can spell homophones and other words which are often confused.
• I can use strategies at the point of writing: using *etymological/ *morphological strategies for spelling.
• I can use a dictionary to support learning word roots, derivations and spelling patterns.
• I can use a thesaurus.
• I can spell the year 5 and 6 word list (English Appendix 1 P.23)

* Etymology is the study of the true meaning of words, which comes from the Greek word 'etymon', which means 'true meaning.'

* Morphology is the study of words, how they're formed and their relationship with other words in the same language. Morphology analysis the structure of words, such as stems, root words, prefixes, and suffixes, and parts of words.

See English Appendix 1 for ‘Spelling – years 5 and 6’ (P.18-24)

• I can use further prefixes and suffixes and understand the guidance for adding them.
• I can spell words with ‘silent’ letters [for example, knight, pslam, solemn]
• I can spell homophones and other words which are often confused.
• I can use strategies at the point of writing: using *etymological/ *morphological strategies for spelling.
• I can use a dictionary to support learning word roots, derivations and spelling patterns.
• I can use a thesaurus.
• I can spell the year 5 and 6 word list (English Appendix 1 P.23)

* Etymology is the study of the true meaning of words, which comes from the Greek word 'etymon', which means 'true meaning.'

* Morphology is the study of words, how they're formed and their relationship with other words in the same language. Morphology analysis the structure of words, such as stems, root words, prefixes, and suffixes, and parts of words.

See English Appendix 1 for ‘Spelling – years 5 and 6’ (P.18-24)