Topaz Goslings

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, -ish, -ive suffixes form adjectives

• -ly suffix forms adverbs,

• -age suffix forms nouns

• 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’.

• -ing suffix forms verbs,

• -ous suffix forms adjectives

• 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’.

• un-, re- prefix, -in, -ed suffixes form verbs

• -able suffix forms adjectives

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

• under- prefix, -er suffix forms nouns

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

• -er, -able suffixes form adjectives,

• 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.

• dis-, un- prefix, -able suffix forms adjectives.

• -ly suffix forms adverb.

• -ty suffix forms nouns.

• 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.

• : -y suffix forms adjective,

• -ly suffix forms adverb

• -er suffix forms noun

• 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’

• re-, un- prefixes form verbs,

• -y suffix forms adjectives,

• -er suffix forms nouns

• I know that when adding a vowel suffix/inflection to a base word with a ‘silent e’, we need to drop the ‘e’ before adding the suffix. I can identify how each suffix determines the tense and/or word class.

• in-, 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.

• -in-, im-, dis- prefixes, -ly suffix forms adverbs.

• 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.

• Can identify how each suffix determines the tense and/or word class e.g: hopping, dripping -verbs, slipper -noun, nutt.

• 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.

• -re, -un prefixes form adjectives

• 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.

• -ion, -ment suffixes form nouns

• -ive, -al, -ary suffixes form 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.

• es, -s suffixes form verbs.

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

• -ly suffix forms adverbs,

• -er suffix forms adjectives - comparative

• -est suffix forms adjectives - superlative

• 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

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

• read and spell 2 and 3 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., ro-bot, leg- o, u-nit, fan-tas-tic.

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.