Spelling -the full story
For those of us who felt overwhelmed by the original Framework’s long list of
spelling objectives, the promise of fewer objectives in the Renewed Framework was
welcomed. However, it seems to me that another problem now presents itself – too
few objectives! The broad headlines offer insufficient guidance to teachers, e.g.
Year 5

Spell words containing unstressed vowels

Know and use less common prefixes and suffixes such as im-, ir-, -cian

Group and classify words according to their spelling patterns and their meanings
I can
spell
in
Y5.
The Overviews of Learning give additional information:
In Year 5, spelling and punctuation are generally accurate and automatic. Most children start to enquire into the
origins of words and recognise how words from other languages have been imported and their meanings
retained or slightly altered. They see relationships between words that share a root, which aids their
understanding and spelling of new words. Systematic teaching of spelling and punctuation conventions and
strategies continues, and these are applied in all writing across the curriculum.
The following grid aims to plug that guidance gap and support teachers as they plan focused spelling sessions.
These are the key elements to successful teaching of spelling
learning spelling conventions –so
children can attempt unknown words
which may follow a pattern.
learning spelling strategies – so
“tricky” bits in words can be
memorised and learned.
practice;
assessment / application (including proofreading).
Over a unit of work, it is useful to try to build in opportunities for each of these elements.
1. Spelling Conventions
Investigation of patterns in written language

2. Spelling Strategies
A bank of strategies for personal use when
encountering “tricky words”.
Break up words into syllables
using phonic knowledge & skills

Highlight the tricky bit

doubling consonants

Link new words with old words you can already

plurals (see below)
e.g.

spell

Use a mnemonic

Change the sound of a word

Find words within words
Over time, alongside tricky words (could be high frequency words or words relevant to
a genre or area of study) and strategies to remember them, children need to
investigate the patterns in our language. The range below is taken from the original
Framework and the Spelling Bank publication which is still a useful resource
http://www.standards.dfes.gov.uk/primary/publications/literacy/63313/
Grammar Principles and Graphic
Conventions
Morphemic (affixes and roots)
Year 5
Term1
Term 2
Term 3
To examine the properties of words ending in vowels
other than the letter “e”;
To investigate, collect and classify spelling patterns
and pluralisation, construct rules for regular spellings,
e.g. add “s” to most words; add “es” to most words
ending in “s”, “sh”, “ch”, “f” changes to “ves”; when y
is preceded by a consonant, change “y” to an “I” and
add “es”; when “y” is preceded by a vowel, add “s”
To explore words ending in a single consonant
preceded by a short vowel which double that
consonant when –ing etc are added, e.g. sitting,
wetter, hummed;
“c” is usually soft when followed by n “I”, e.g.
accident, circus;
To investigate words which have common letter
strings but different pronunciations, e.g. rough,
cough, bough, boot, foot;
To distinguish between homophones, i.e. words with
common pronunciations but different spellings, e.g.
eight, ate, grate, great, rain, reign rein, rain;
The correct use and spelling of possessive pronouns
linked to work on grammar, e.g. their, theirs, your,
yours, my, mine.
To spell unstressed vowels in polysyllabic words, e.g.
company, poisonous, etc.
To investigate and learn spelling rules:
 Words ending in “e” drop that “e” when adding
“ing”
 Words ending in “e” keep that “e” when
adding a suffix beginning with a consonant,
e.g hopeful, lovely.
 Words ending in “y” preceded by a consonant
change to “I” when adding a suffix, e.g. flies,
tried, except for the suffixes ly or ing, e.g.
shyly, flying;
 “I” before “e” except after “c” when the sound
is “ee” e.g. receive. Note and learn exceptions
To collect and investigate the meanings and
spellings of words using the following
prefixes: auto-, bi-, trans-, tele-, circum-.;
To identify word roots, derivations and
spelling patterns, e.g. sign, signature, signal;
bomb, bombastic, bombard in order to
extend vocabulary and provide support for
spelling;
To explore spelling patterns of consonants
and formulate rules: -ll in full becomes –l
when used as a suffix;
To recognise and spell the suffixes: -cian,
etc.
Five Session Spelling – across a two week (10 day) unit of literacy work
Session
Whole class
Independent
Plenary
1
Conventions
explore
feedback
2
Practise/Assess
3
tricky bits
explore
feedback
4
Practise/Assess
5
Assess/Apply