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Spelling at
Francis Baily

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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
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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.
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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
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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 letter
o -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
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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 words
and 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

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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
proof-read for spelling errors
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
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Year Five
Children should be able to:
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
proof-read for spelling errors
o words sounds:/i:/ sound spelt ei after c.eg receive, ceiling
word endings:
o -string, -ough, -ible, -ibly
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Year Six
Children should be able to:
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/practise
prophecy/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
proof-read for spelling errors
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
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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
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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 and
see if you can find the hidden words.
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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.
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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
ordinary
particular
peculiar
perhaps
popular
position
possess(ion)
possible
potatoes
pressure
probably
promise
purpose
quarter
minute
question
recent
regular
reign
remember
sentence
separate
material
medicine
increase
important
interest
island
knowledge
learn
length
library
mention
straight
strange
strength
suppose
surprise
therefore
though
although
thought
group
guard
guide
heard
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
sacrifice
Y6 T1 Y6 T2 Y6 T3 Y6 T4 Y6 T5 Y6 T6
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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
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The first 100 high-frequency words in order















the are do about
and up me got
a 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 called
but little Mr here
that as get off
with no just asked
all mum now saw
we one came make
can them oh an
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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 long
things 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 room
last 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 grandad
theres 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

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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. Here
are 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.
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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 them
down 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 different
pattern.

14) Sign Your Word:
Practice spelling your words by signing each letter. To see the New Zealand Sign
Language Alphabet http://www.nzsign.co.nz/Downloads/fingerspelling.pdf

15) Water wash:
Use a paintbrush and water to write your words outside on concrete or pavements.

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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 and
one 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.
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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 spy with my little eye, a word containing ea-together
Peach? Etc.
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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 and
over 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

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