English Grammar and Spelling Overview

English Grammar and Spelling Overview

The Early Years

Literacy

Comprehension
Word reading
Writing

Autumn term

Spring term

Summer term

Begin to understand the 5 key concepts about print

To develop phonological awareness

Engage in conversations about stories, learning new vocabulary

To use some of their print and letter knowledge in their early writing

Write some or all of their name

Read individual letters

To develop their understanding of the 5 key concepts about print

To use some of their print and letter knowledge in their early writing

To write some letters accurately

To extend their conversations about stories and use new vocabulary

Blend sounds into words

To read some letter groups that each represent one sound

Spell words by touching fingers then write the sound

Read a few common exception words

Read simple phrases and sentences made up of words with known letter-sound correspondence using a capital letter and full stop

Re-read books to build confidence in word reading, fluency, understanding and enjoyment

Form letters correctly (upper and lower case)

Re-read what they have written to make sure it makes sense

Autumn 1

Year group

Text

King Leonard’s Teddy by Phoebe Swan

The Worst Princess by Anna Kemp

Emma Jane’s Aeroplane

Amelia Earhart

The First Drawing

Stone Girl Bone Girl: The Story of Mary Anning

Oliver Twist

The Midnight Fair

Hidden Figures

War Horse

Text type

Letter Writing

Adventure Story

Adventure story

Letter

Persuasive Letter

Biography

Persuasive letter

Discussion

Newspaper Report

Biography

Narrative

Biography

Grammar focus

Physical Development - Holds pencil between thumb and two fingers, no longer using whole hand grasp

Use the joining word and

Use simple past and present verbs mostly accurately

Use capital letters and full stops to demarcate some sentences accurately

Use capital letters for proper nouns

Form many lower case and capital letters accurately

Write with many letters accurate in shape and size, including capital letters and digits

Use spacing between words

Re-read writing to check that it makes sense

Read aloud their writing to each other and the teacher

Write sentences that are sequenced to form a short narrative (real or fictional)

Demarcate some sentences with capital letters and full stops

Segment spoken words into phonemes and represent these by graphemes, spelling some words correctly and making phonically-plausible attempts at others

Spell some common exception words

Form lower-case letters in the correct direction, starting and finishing in the right place

Form lower-case letters of the correct size relative to one another in some of their writing

Use spacing between words

Use co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses  

(introduction of conjunctions)

write for both fictional and non-fictional purposes, drawing on their reading to inform the vocabulary and grammar of their writing

know the difference between a statement, question, exclamation and command

use present and past tense verb forms, mostly correctly and consistently

use a range of co-ordinating and subordinating conjunctions

use simple organisational devices (e.g. headings or subheadings) appropriately

use adverbs to express time

maintain Standard English forms, e.g. using a/an correctly

spell most words correctly, adding prefixes and suffixes appropriately, spelling the correct form of homophones and spelling all common exception words correctly (KS1 and Y3)

use the diagonal and horizontal strokes needed to join some letters

make simple additions, revisions and proof-reading corrections to their own writing

use present/ tense verb forms mostly correctly

write for both fictional and non-fictional purposes, with a growing awareness of the reader

use a range of co-ordinating and subordinating conjunctions

use fronted adverbials

use present, past, progressive and perfect tense verb forms accurately

(full stops,

capital letters, question marks, exclamation marks,

use commas after fronted adverbials and with a reported clause

maintain Standard English forms correctly, e.g. I was (not I were), should have (not should of),

ours (not ares),

spell most words correctly, adding prefixes and suffixes appropriately, spelling the correct

form of homophones and spelling all common exception words correctly (KS1 and Y3/Y4)

produce legible joined handwriting

make simple additions, revisions and proof-reading corrections to their own writing

Use adverbs to express time

Use paragraphs to organise and structure

Use the full range fo punctuation taught at KS1, punctuation for dialogue and commas for fronted adverbials

Use verb tenses mostly consistently and correctly throughout their writing

Use commas for clarity mostly correctly

Use the full range of punctuation taught in KS1 and so far in KS2 mostly correctly (full stops, capital letters, question marks, exclamation marks, commas in lists, commas after fronted adverbials, apostrophes for contraction and possession)

write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader.

In narratives, describe settings, characters and atmosphere, using a variety of

techniques to engage the reader and choosing appropriate vocabulary that

creates a consistent picture, e.g. verbs, preposition phrases, fronted adverbials,

expanded noun phrases, relative clauses

spell correctly most words from the year 5 / year 6 spelling list, and use a

dictionary to check the spelling of uncommon or more ambitious vocabulary

maintain legibility in joined handwriting when writing at speed

use the range of punctuation taught at key stage 2 mostly correctly

Spelling focus

Assessment and Reviews Y1:1

Assessment and Reviews Y1:2

ay, ou, ie, ea

oy, ir, ue, aw

Assessment and Review Y1:3

wh, ph, ew, oe

Essential Letters and Sounds

Phase 5 alternatives (Consolidation of alternatives)

All alternatives of ‘s’, ‘ou’, ‘u’, ‘n’, ‘g’, ‘f’, ‘o’, ‘oo’. ‘h’, ‘w’, ‘ee’, ‘oa’, ‘ur’, ‘t’, ‘or’

ai sound spelt ei

ai sound spelt ey

ai sound spelt ai

er sound spelt ear

homophones and near homophones

Sion

Ssion

Tion

Cian

Ought

Statutory spellings

-cious or -tious

-cial or -tial

-ant, -ance/-ancy, -ent, -ence/-ency

-able and -ible -ably and -ibly

Spelling Rule 37 - Endings which sound like /spelt –cious or –tious

Spelling Rule 38 - Endings which sound like e.g. social, crucial... etc.)

Spelling Rule 39 - 40 Words ending in –ant, –ance/–ancy, –ent, –ence/–ency

Spelling Rule 41 - 42 Words ending in –able and –ible Words ending in –ably and –ibly

Autumn 2

Year group

Text

The King who Banned the Dark by Emily Haworth-Booth

In the Castle by Anna Milbourne

I am Amelia Earhart

Iqbal and his Ingenious Idea

A Christmas Carol

A Christmas in Time

The Wind in the Wall

The Polar Express

War Game: Village Green to No Man’s Land

Where the poppies now grow

A Christmas Truce by Hilary Robinson

Text type

Story

Information text

Story (first person)

Information text

Setting Description

Narrative

Poetry

Narrative

Poetry

Newspaper report

Poetry

Grammar focus

write a sequence of sentences to form short narratives, including personal experiences and those of others (real or fictional)

use the joining word and

use simple past and present verbs mostly accurately

use capital letters and full stops to demarcate some sentences accurately

use capital letters for proper nouns use question marks to demarcate some sentences

use question marks to demarcate some sentences

use their Phase 2, Phase 3, Phase 4 and Phase 5 phonic knowledge to write words in ways which match their spoken sounds – many being spelt correctly and others being phonetically plausible

Add the regular plural noun suffixes -s or -es spell most Year 1 common exception words taught

form many lower case and capital letters accurately

write with many letters accurate in shape and size, including capital letters and digits use spacing between words

re-read writing to check that it makes sense

read aloud their writing to each other and the teacher

Write simple, coherent narratives about personal experiences and those of others (real or fictional)  

Write about real events, recording these simply and clearly  

Demarcate most sentences in their writing with capital letters and full stops, and use  question marks correctly when required

Use co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses

Segment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at others

Form capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters  

Use present and past tense mostly correctly and consistently

Use expanded noun phrases for description

Use spacing between words that reflects the size of the letters  

write for both fictional and non-fictional purposes, drawing on their reading to inform the vocabulary and grammar of their writing

use a range of co-ordinating and subordinating conjunctions

use simple organisational devices (e.g. headings or subheadings) appropriately

use present and past tense verb forms, mostly correctly and consistently

begin to use paragraphs to structure writing

describe settings and characters using expanded noun phrases

use prepositions to express time and place

spell most words correctly, adding prefixes and suffixes appropriately, spelling the correct form of homophones and spelling all common exception words correctly (KS1 and Y3)

use the diagonal and horizontal strokes needed to join some letters

make simple additions, revisions and proof-reading corrections to their own writing

write for both fictional and non-fictional purposes

use expanded noun phrases to describe and add detail to settings and characters

use co-ordinating and subordinating conjunctions

use prepositions to express place and time

demarcate sentences with capital letters and full stops,

spell common exception words(Year 1-2), spellings with contracted forms and Y1/2 spelling

rules correctly

spell some words correctly (Year 3-4)

write capital letters and digits of the correct size, orientation and relationship to one another

and to lower-case letters

use paragraphs or sections to organise and structure according to purpose and audience

Describe settings and characters including expanded noun phrases and adverbials

Use prepositions to express time and place

Use adverbs to add detail, qualification, and precision

In narratives, describe settings, characters, and atmosphere

Use preposition phrases to add detail, qualification and precision

Use expanded noun phrases to add detail, qualification and precision, e.g. with one or more adjectives, with a modifiying adjective, with a preposition phrase

Use the full range of punctuation taught in KS1 and so far in KS2 mostly correctly (inverted commas for speech and other speech punctuation)

Begin to create atmosphere, and integrate dialogue to convey character and advance the action

write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader.

spell correctly most words from the year 5 / year 6 spelling list, and use a

dictionary to check the spelling of uncommon or more ambitious vocabulary

use verb tenses consistently and correctly throughout their writing

select vocabulary and grammatical structures that reflect what the writing

requires, doing this mostly appropriately (e.g. using contracted forms in

dialogues in narrative; using passive verbs to affect how information is

presented; using modal verbs to suggest degrees of possibility)

maintain legibility in joined handwriting when writing at speed

use the range of punctuation taught at key stage 2 mostly correctly

Spelling focus

au, ey, a-e, e-e

i-e, o-e, u-e, c

y, al, Review Y1:4

Review Y1:5

Assessment and Review Y1:6

Review Y1:7

The sounds /n/ spelt ‘kn’ and less often ‘gn’ at the beginning of words

The sounds /r/ spelt ‘wr’ at the beginning of words

The sound /s/ spelt ‘c’ before e, i and y

The sound /j/ spelt with ‘-dge’ and

‘-ge’ at the end of words

The sound /j/ often spelt with g before e, i and y.

The sound /j/ always spelt with ’j’ before a, o and u

Common Exception Words: door* floor* again* wild* children* climb*parents* most*only*both*

Creating adverbs using the suffix –ly

Common exception words

Aw, augh and au

Prefix in

Prefix im

Prefix il and ir

Homophones and near homophones

Sion

Adding suffixes beginning with vowel letters to words ending in -fer

Use of the hyphen

Words with the /i:/ sound spelt ei after c

Words containing the letter -string ough

Words with ‘silent’ letters

Spelling Rule 43 - Adding suffixes beginning with vowel letters to words ending in –fer

Spelling Rule 44 - Use of the hyphen

Spelling Rule 45 - Words with the /i:/ sound spelt ei after c

Spelling Rule 46 - Words containing the letter-string ough

Spelling Rule 48 – 52 Homophones and other words that are often confused

Spring 1

Year group

Text

Dear Earth by Isabell Otter

Somebody Swallowed Stanley

Seeds of Friendship

Once Upon a Snowstorm

Emmanuel's Dream: The True Story of Emmanuel Ofosu Yeboah

Plague – A Cross on the Door

The Really Useful Guide to Kings and Queens of England

Henry VIII’s Secret Diary

What a Waste

Text type

Diary Entry

Information Text

Story-setting description

Recount

Narrative

Newspaper Report

Letter

Narrative

Information text

Recount (diary entry)

Information text

Persuasive letter

Grammar focus

write a sequence of sentences to form short narratives, including personal experiences and those of others (real or fictional)

use simple past and present verbs mostly accurately

use capital letters and full stops to demarcate some sentences accurately

use capital letters for proper nouns use question marks to demarcate some sentences

use exclamation marks to demarcate some sentences

use their Phase 2, Phase 3, Phase 4 and Phase 5 phonic knowledge to write words in ways which match their spoken sounds – many being spelt correctly and others being phonetically plausible

add the suffixes –ing, -ed

Spell most Year 1 common exception words taught

form many lower case and capital letters accurately

write with many letters accurate in shape and size, including capital letters and digits use spacing between words

re-read writing to check that it makes sense

read aloud their writing to each other and the teacher

Write simple, coherent narratives about personal experiences and those of others (real or fictional)  

Write about real events, recording these simply and clearly  

Demarcate most sentences in their writing with capital letters and full stops, and use  question marks correctly when required  

Use present and past tense mostly correctly and consistently

Use co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses  

Segment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at others

Use spacing between words that reflects the size of the letters

Demarcate sentences with exclamation marks, question marks and commas in lists

write for both fictional and non-fictional purposes, drawing on their reading to inform the vocabulary and grammar of their writing

maintain Standard English Forms, e.g. using a/an correctly

describe settings and characters using expanded noun phrases

begin to use inverted commas to punctuate speech

use simple organisational devices (e.g. headings or sub-headings) appropriately

use correct tense consistently, including the present perfect tense

use prepositions to express time and place

spell most words correctly, adding prefixes and suffixes appropriately, spelling the correct form of homophones and spelling all common exception words correctly (KS1 and Y3)

use the diagonal and horizontal strokes needed to join some letters

make simple additions, revisions and proof-reading corrections to their own writing

write for both fictional and non-fictional purposes, with a growing awareness of the reader

use expanded noun phrases and adverbials to develop descriptions of settings and characters

use a range of co-ordinating and subordinating conjunctions

use a range of adverbs to add detail to writing

use preposition phrases to expand noun phrases

use fronted adverbials

use present, past, progressive and perfect tense verb forms accurately

use pronouns and nouns to aid cohesion and avoid repetition

commas in lists, apostrophes for

contraction and possession, inverted commas)

use commas after fronted adverbials and with a reported clause

spell most words correctly, adding prefixes and suffixes appropriately, spelling the correct

form of homophones and spelling all common exception words correctly (KS1 and Y3/Y4)

produce legible joined handwriting

make simple additions, revisions and proof-reading corrections to their own writing

write effectively for a range of purposes and audiences, selecting language that shows good

awareness of the reader (e.g. the use of the first person in a diary; direct address in

instructions and persuasive writing)

consistently use dialogue sparingly so that it effectively adds detail to the writing

Write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader (e.g. the use of the first person in a diary)

In non-narrative writing, use simple devices to structure the writing and support the reader (e.g. headings, subheadings and bulley points)

Use relative clauses, sometimes omitting the relative pronoun

Use some punctuation for parenthesis (brackets, commas and dashes)

Use a wide range of clause structures, sometimes varying their position within a sentence

Showing a growing awareness of making writing succinct by using all grammar and punctuation taught so far precisely to engage the reader (e.g. the use of first person in a diary)

write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader.

spell correctly most words from the year 5 / year 6 spelling list, and use a

dictionary to check the spelling of uncommon or more ambitious vocabulary

use a range of devices to build cohesion (e.g. conjunctions, adverbials of time

and place, pronouns, synonyms) within and across paragraphs

use verb tenses consistently and correctly throughout their writing

maintain legibility in joined handwriting when writing at speed

use the range of punctuation taught at key stage 2 mostly correctly

Spelling focus

Review Y1:8

/ai/<a><ey><ea><eigh>/ar/<a>

/ee/<e>/igh//igh/<y>

/oa/<o>/o/<a>/oo//y/+/oo/

/k/<ch>/sh/<ch>/e/<ea>

/ur/<or>/ur/<ear>/oo/<ou>/oa/<ou>

/ee/<ie>/v/<ve> /iei<y>

Review Y1:9

/air/<are><ere><eaqr>/ch/<tch>

The sound /l/ spelt with ‘-le’ at the end of words

The sound /l/ spelt with ‘-el’ at the end of words

The sound /l/ spelt with ‘-il’ and ‘-al’ at the end of words

The sound /igh/ spelt with ‘-y’ at the end of words

Adding –ies to nouns and verbs ending in -y

Contractions

Common Exception Words: find* mind* behind* old* cold* gold* hold* told* every*

everybody*

i sound spelt with a y

adding suffixes er, ed, ing

adding prefix mis

adding prefix dis

k sound spelt ch

Homophones and near homophones

Suffix ation

Prefix sub

Plural possessive

Homophones and other words that are often confused

Years 5 and 6 –

a to av-

Years 5 and 6 –

aw- to cont

years 5 and 6 - conv- to en

years 5 and 6 –

eq to f

years 5 and 6 –

g to le

Spring 2

Year group

Text

The Secret of the Black Rock by Joe Stanton

How to save a Whale

Invisible

There’s a Ran-Tang in my bedroom

The Great Fire of London

The Lost Words

Mary and the Riddle of the Sphinx

Text type

Adventure Story

Instruction Writing

Diary entry

Narrative

Persuasive Speech

Diary

Newspaper report

Poetry

Discussion text

Flashback story

Grammar focus

write a sequence of sentences to form short narratives, including personal experiences and those of others (real or fictional)

use simple past and present verbs mostly accurately

use capital letters and full stops to demarcate some sentences accurately

use capital letters for proper nouns use question marks to demarcate some sentences

use question marks to demarcate some sentences

use their Phase 2, Phase 3, Phase 4 and Phase 5 phonic knowledge to write words in ways which match their spoken sounds – many being spelt correctly and others being phonetically plausible

add the suffixes –add the suffixes -er -est to spell many words correctly

Spell most Year 1 common exception words taught

form many lower case and capital letters accurately

write with many letters accurate in shape and size, including capital letters and digits use spacing between words

re-read writing to check that it makes sense

read aloud their writing to each other and the teacher

Write simple, coherent narratives about personal experiences and those of others (real or fictional)  

Write about real events, recording these simply and clearly  

Demarcate most sentences in their writing with capital letters and full stops, and use  question marks correctly when required  

Use present and past tense mostly correctly and consistently

Use co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses  

Segment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at others

Use spacing between words that reflects the size of the letters

Start making simple additions, revisions and proof-reading corrections to their own writing

Use apostrophes for singular possession

write for both fictional and non-fictional purposes, drawing on their reading to inform the vocabulary and grammar of their writing

use correct tense consistently, including the present perfect tense

use adverbs to express time

use a range of co-ordinating and subordinating conjunctions

spell most words correctly, adding prefixes and suffixes appropriately, spelling the correct form of homophones and spelling all common exception words correctly (KS1 and Y3)

use the diagonal and horizontal strokes needed to join some letters

make simple additions, revisions and proof-reading corrections to their own writing

write for both fictional and non-fictional purposes, with a growing awareness of the reader

use a range of co-ordinating and subordinating conjunctions

use fronted adverbials

use present, past, progressive and perfect tense verb forms accurately

use pronouns and nouns to aid cohesion and avoid repetition

use the full range of punctuation taught in KS1 and so far in KS2 mostly correctly (full stops,

capital letters, question marks, exclamation marks, commas in lists, apostrophes for

contraction and possession, inverted commas)

spell most words correctly, adding prefixes and suffixes appropriately, spelling the correct

form of homophones and spelling all common exception words correctly (KS1 and Y3/Y4)

produce legible joined handwriting

make simple additions, revisions and proof-reading corrections to their own writing

Use coordinating and subordinating conjunctions

Maintain standard English form

Select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately (e.g., using modal verbs to suggest degrees of possibility)