Create compound words using nouns, e.g. the ending –il e.g. pencil, fossil, nostril. the /aɪ/ sound spelt –y at the end of words, e.g. try, whiteboard and football. reply. Select, generate and effectively use The /ɔ:/ sound spelt a before l and ll, e.g. call, walk adjectives. The /ʌ/ sound spelt o, e.g. mother, Monday Identify, generate and effectively use noun The /i:/ sound spelt –ey, e.g. key, donkey phrases, e.g. the blue butterfly with The /ɒ/ sound spelt a after w and qu, e.g. wander, shimmering wings (for description), quantity granulated sugar (for specification). The /ɜ:/ sound spelt or after w, e.g. word, worm The /ɔ:/ sound spelt ar after w, e.g. war, warm Add suffixes ful or less to create adjectives The /ʒ/ sound spelt s, e.g. television, usual e.g. playful, careful, careless, hopeless. Add –es to nouns and verbs ending in –y, e.g. copies, Use suffixes er and est to create adjectives babies. e.g. faster, fastest, smaller, smallest. Add –ed, –ing, –er and –est to a root word ending in Select, generate and effectively use adverbs. with a consonant before it, e.g. copied, copier. Use suffix ly to turn adjectives into adverbs Add the endings –ing, –ed, –er, –est and –y to words e.g. slowly, gently, carefully. ending in –e with a consonant before it, e.g. hiking, hiked, hiker. Add –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter, e.g. patting, patted. Spell words ending in -tion, e.g. station, fiction. Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.
Create compound words using nouns, e.g. whiteboard and football. Select, generate and effectively use adjectives. Identify, generate and effectively use noun phrases, e.g. the blue butterfly with shimmering wings (for description), granulated sugar (for specification). Add suffixes ful or less to create adjectives e.g. playful, careful, careless, hopeless. Use suffixes er and est to create adjectives e.g. faster, fastest, smaller, smallest. Select, generate and effectively use adverbs. Use suffix ly to turn adjectives into adverbs e.g. slowly, gently, carefully. the ending –il e.g. pencil, fossil, nostril. the /aɪ/ sound spelt –y at the end of words, e.g. try, reply. The /ɔ:/ sound spelt a before l and ll, e.g. call, walk The /ʌ/ sound spelt o, e.g. mother, Monday The /i:/ sound spelt –ey, e.g. key, donkey The /ɒ/ sound spelt a after w and qu, e.g. wander, quantity The /ɜ:/ sound spelt or after w, e.g. word, worm The /ɔ:/ sound spelt ar after w, e.g. war, warm The /ʒ/ sound spelt s, e.g. television, usual Add –es to nouns and verbs ending in –y, e.g. copies, babies. Add –ed, –ing, –er and –est to a root word ending in with a consonant before it, e.g. copied, copier. Add the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before it, e.g. hiking, hiked, hiker. Add –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter, e.g. patting, patted. Spell words ending in -tion, e.g. station, fiction. Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.