Secrets of a Sun King – Emma Carrol

• Common exception words
• Adding –ed, –ing, –er and –est
• Prefixes(revision of Y3-4 curriculum e.g. un-, mis-, dis-, rep, sub-, tele-, super-, auto-, in-, il-, im-, ir-)
• Words ending in –able and –ible
• Words containing the letter-string ough
• Words with ‘silent’ letters
• Homophones and other words that are often confused

• Common exception words
• Adding –s, -es and –ies to words (plurals of nouns and the third-person singular of verbs)
• Prefixes: (revision of Y3-4 curriculum e.g. un-, mis-, dis-, rep, sub-, tele-, super-, auto-, in-, il-, im-, ir-)
• Words ending with –gue and –que
• Words with ‘silent’ letters

• The /dʒ/ sound spelt as –ge and –dge at the end of words, and sometimes spelt as g elsewhere in words before e, i and y common exception words
• Prefixes: (revision of Y3-4 curriculum e.g. un-, mis-, dis-, rep, sub-, tele-, super-, auto-, in-, il-, im-, ir-)
• The suffix –ly
• Words with the /k/ sound spelt ch and with the /ʃ/ sound spelt ch
• Words ending in –able and –ible
• Homophones and other words that are often confused

• The suffixes –ment, –ness, –ful, –less and –ly
• Common exception words prefixes:  (revision of Y3-4 curriculum e.g. un-, mis-, dis-, rep, sub-, tele-, super-, auto-, in-, il-, im-, ir-)
• The suffix -ly with root words ending ‘le’ or ‘ic’
• Words with the /i:/ sound spelt ei after c  (and other ie/ei words)
• Homophones and other words that are often confused

• Common exception words
• Adding suffixes beginning with vowel letters to words of more than one syllable
• Prefixes: (revision of Y3-4 curriculum e.g. un-, mis-, dis-, rep, sub-, tele-, super-, auto-, in-, il-, im-, ir-)
• Words with the /s/ sound spelt sc
• Words with the /eɪ/ sound spelt ei, eigh, or ey
• Homophones and other words that are often confused

• Common exception words
• The /i/ sound spelt y other than at the end of words
• The /ʌ/ sound spelt ou
• Prefixes: (revision of Y3-4 curriculum e.g. un-, mis-, dis-, rep, sub-, tele-, super-, auto-, in-, il-, im-, ir-)
• The suffix –ation
• Homophones and other words that are often confused

• Model, discuss and use commas to separate clauses effectively; insert comma accurately when writing a relative clause; discuss idea of ‘ambiguity’, when meaning is not clear

• Revise use of comma to separate items in a list; revise use of possessive apostrophe for singular, regular and irregular plural nouns

• Edit deliberate punctuation errors; add punctuation to dictated sentences; model and practise punctuating parenthesis using pairs of commas, dashes or brackets

• Use comma for all its purposes e.g. in punctuating direct speech, in lists, for parenthesis and to separate clauses for clarity; begin to use a single dash

• Use bullet points where appropriate; revise use of apostrophe for omission and possession; provide dictated sentences which require decisions about punctuation

• Read sentence aloud to hear its sense; discuss, highlight and analyse range of punctuation in texts, sometimes improving punctuation choices; revise meaning of ambiguity

• Secure understanding of the four sentence functions
• Review common, proper and collective nouns; discuss abstract nouns
• Secure understanding of four sentence functions; evaluate own and each other’s writing in order to check for variation of sentence types to interest the reader; identify rhetorical questions in texts
• Model relative clauses in which the relative pronoun refers back to the noun
• Identify modal verbs in sentences; discuss their degree of possibility or certainty

• Secure understanding of the four sentence functions
• Identify and use pronouns to avoid repetition
• Compose expanded noun phrases and apply to writing; evaluate own and others’ noun phrases
• Collect a bank of relative pronouns
• Edit sentences or short paragraphs which mix tenses erroneously; sort sentence cards in the present perfect / past perfect

• Discuss different types of determiners; identify preposition phrases in sentences, including prepositions of place and time
• Identify statements when reading cross curricular texts
• Identify adverbials both within and at the front of sentences; discuss how these add cohesion to texts; discuss the effect of moving the position of a fronted adverbial; collect sets of time connectives from texts
• Identify the verb forms of a challenging extract which may mix forms, to include progressive / perfect tenses; identify 1^st or 3^rd person in shared or guided reading, and discuss tenses used

• Model use of fronted adverbial, ensuring correct use of comma; discuss the effect of moving position of adverbial; apply fronted adverbials to own writing
• Identify statements when reading cross curricular texts
• Identify adverbials both within and at the front of sentences; discuss how these add cohesion to texts; discuss the effect of moving the position of a fronted adverbial; collect sets of time connectives from texts
• Experiment with writing from 1^st person point of view in the present tense

• Use cloze procedure activity to insert words of a given word class, including pronoun, preposition and determiner
• Identify commands and questions from more abstract possibilities; write a variety of sentence types when writing dialogue
• Provide sentences which require most appropriate choice of conjunction; include and revise relative clauses; set out non-fiction texts appropriately
• Maintain consistency of tense when writing fiction and non-fiction texts; identify and revise present perfect and past perfect verb forms

• Identify word classes in contexts which are challenging; in guided writing, discuss whether particular words are effective
• Identify commands and questions from more abstract possibilities; write a variety of sentence types when writing dialogue
• Write formal and informal sentences, selecting conjunctions and cohesive devices to suit level of formality
• Increasingly control a variety of verb forms in spoken and written contexts