Bucolic Pilgrims

We are learning to -

• I know that there are four common spellings for the /or/ sound that is made by the r-controlled syllable types ‘or/ore/our/oar’. ‘or’ as in orbit, ‘ore’ as in score, ‘our’ as in four and ‘oar’ as in boar.

• -ful, -ous suffixes form adjectives

• -ation, -age, forms nouns,

• -ent suffixes form adjectives

• I know that there are three common spellings for the /er/ sound that is made by the r-controlled syllable types ‘er/ir/ur’. ’er’ as in ‘nerve’, ‘ir’ as in ‘birth’ and ‘ur’ as in ‘spurt’. I am learning to map these spellings for increasingly difficult words.

• -ing, -ed suffixes form verbs

• -ion, -ment, -ation suffixes form nouns

• I know that there are three common spellings to make the long /ū/sound and have developed the ability to orthographically map the correct use of ‘ew/ue/ui’. ‘ew’ as in ‘new’, ‘ue’ as in ‘statue’ and ‘ui’ as in ‘fruit’.

• de-, dis- prefixes, -ation suffix forms nouns

• -ing, -ed suffixes form verbs

• I know that there are two sounds for /oa/ as in boat and /ow/ as in slow. These have to be orthographically mapped.

• un- prefix -ing, -ed suffixes form verbs,

• -able, -ful suffixes form adjectives

• I know that the most common spelling pattern to produce the long /ī/ vowel sound is ‘igh’ as in tight.

• re-, un- prefix forms nouns, -able suffix forms adjectives

• -ness, -ment suffixes form nouns

• I know that when I am wanting to spell a word with the ‘oi/oy’ sound and that sound is at the beginning or middle of the word, the spelling will be ‘oi’ as in spoil and if the sound is at the end of a word or syllable, the spelling will be ‘oy’ as in boy or loy/al.

• -ance, -ment suffix forms nouns.

• -y suffix forms adjectives.

• I know that when I am wanting to spell a word with the long vowel sound ‘a’ and the vowel sound is at the beginning or middle of the word, the spelling will either be ‘a-e’ as in made or ‘ai’ as in maid and if the sound is at the end of a word or syllable, the spelling will be ‘ay’ as in stay or cray/fish.

• -or, -ment suffixes form nouns,

• -al suffix forms adjectives

• I can use my knowledge of open and closed syllables to spell 2 syllable words that end in a consonant and ‘le’, such as am/ple, ta/ble, crum/ble, dim/ple. I have a strategy to read these words. I also know that when adding a vowel suffix I must drop the ‘e’.

• -ing suffix forms verbs,

• -ly suffix forms adverbs

• -ility suffix forms nouns

• I know that when adding a vowel suffix/inflection to a base word with a ‘silent e’, I need to drop the ‘e’ before adding the suffix. I can also identify how each suffix determines the tense and/or word class, e.g: voter -noun, voting -present tense verb, voted -past tense verb.

• over- , un-, re- prefixes.

• I can use my knowledge of open and closed syllables and identify syllables that contain a ‘schwa’ sound due to the pronunciation.

• ‘er’ or ‘a’ sounds like /ŭ/ or /ĭ/ vowel sound.

• -cy, -ion suffixes form nouns.

• I know that when adding a basic suffix to a base word with a short vowel sound we need to double the consonant to keep the vowel short.

• I can identify how each suffix determines the tense and/or word class e.g: hopping, dripping -verbs, slipper -noun, nutty -adjective, prodded -past tense verb.

• know that the suffix ‘-ed’ can say 3 different sounds. It says /d/ as in rubbed, /t/ as in winked and /id/ as in bunted.

• -un, -dis prefixes

• know that when I hear a word, or syllable that has a short vowel sound followed by a /ch/ sound, in most cases the correct spelling is ‘tch’.

• -able suffix forms adjectives,

• -ly suffix forms adverbs

• -ness suffix forms nouns

• Know that when I hear a word, or syllable that has a short vowel sound followed by a /k/ sound, in most cases the correct spelling is ‘ck’.

• -er suffix forms nouns,

• -ing, -ed suffixes form verbs

• I am able to apply my increasing knowledge of the ‘soft sounds of g’ rule in generous, gigantic, gymnast.

• -ly suffix forms adverbs,

• -ion suffix forms nouns

• -al suffix forms adjectives

• identify when the letter ‘c’ is followed by an ‘e’ it will change the sound to a ‘soft sound’. ce = /s/ as in race. Able to apply increasing knowledge of the ‘soft sounds of c’ rule in eccentric, cyst, inciteful.

• -ly suffix forms adverbs,

• in- prefix

• use the r controlled vowel ‘ar’ as in cart, car, far, bar, barn, farm, tarnish.

• -ly suffix forms adverbs,

• -ing, ed suffixes form verbs

• identify the "Floss" rule

  • • the Floss rule means that we double the f, l or s when it follows a short vowel sound = hill, toss, cliff and I can add a basic suffix

• identify the ‘silent e’ syllable type

  • • this is where the e sound is not voiced/heard.

    • The ‘silent e’ makes the long vowel sound say its name = cake, smile.

• identify a blend/consonant cluster - a blend/consonant cluster is two letters, two sounds, at the end of a word.

  • • mp nt nk st sk ld lk lt lf ct pt.

• identify a blend/consonant cluster - a blend/consonant cluster is two letters, two sounds, at the beginning of a word.

  • • Consonant ‘r’ blends - br cr dr fr gr pr tr.

    • 'S' blends sc/sk sp st sw sl sm sn

    • Consonant 'l' blends - bl cl fl gl pl.

• recognise that the letter ‘q’ is always followed by the letter ‘u’ and that the letters ‘ph’ together sound like /f/

• identify which words require the /wh/ beginning sound in order to be spelt correctly.

• identify the two sounds of /th/.

  • • The /th/ sound in ‘that’ vibrates and the /th/ sound in ‘thin’ is a soft unvoiced sound. /Th/ has two sounds.

• use the basic English /ch/ sound as /ch/ progressing to the Greek sound /ch/ as /k/ and the French sound /ch/ as /sh/

  • • /Ch/ has three sounds.

• use the /sh/ - beginning and end sounds, and add a basic suffix

  • • A digraph is 2 written letters that produce 1 new speech sound

• read and spell 2, 3, and 4 syllable words.

To be successful -

• • • I will listen for the syllable breaks and vowel sounds (short and long) and use my knowledge of the correct graphemes (letters) to spell multisyllabic words. e.g. fan-tas-tic, ep-id-em-ic.

This is taught using fully phonetic open and closed syllables.

Open syllables are parts of words that contain one vowel representing the long vowel sound

Closed syllables are parts of words that contain one vowel representing the short vowel sound due to being ‘trapped’ by a following consonant.