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Rhythmic~Accent~Practice
•Listen to the Rhythm.
•Mimic the pronunciation.
•Repeat with the speaker.
French is an integral part of all hospitality management higher education programs. Students from countries like India already are struggling with English and here comes the mysterious French to make matters worse, Google Transalate & Google lens are very helpful in this regard.
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View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
Please note the preview is corrupt, download the file for the correct version.
This is to accompany the Powerpoint located here: http://www.slideshare.net/mod83/toms-tefl-p1-phonics-programme
More available at http://www.tinyurl.com/tomstefl
A Detailed Introduction: American Accent Training with Language~Loops Lang Looper
Language~Loops is a Speech Training Method entirely based on the Sound~Patterns and Speech~Rhythms of Real Everyday American English.
Learn the American Accent with The R.a.p. Method
Rhythmic~Accent~Practice
•Listen to the Rhythm.
•Mimic the pronunciation.
•Repeat with the speaker.
French is an integral part of all hospitality management higher education programs. Students from countries like India already are struggling with English and here comes the mysterious French to make matters worse, Google Transalate & Google lens are very helpful in this regard.
Basic Chinese (Mandarin) Language Course101_languages
An introductory Chinese (Mandarin) language course prepared by the U.S. Peace Corps for its volunteers.
View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
Please note the preview is corrupt, download the file for the correct version.
This is to accompany the Powerpoint located here: http://www.slideshare.net/mod83/toms-tefl-p1-phonics-programme
More available at http://www.tinyurl.com/tomstefl
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. CHORLEY NEW ROAD PRIMARY SCHOOL
YEAR 1-2 WRITING PURPOSES LONG TERM PLAN 2018-19
Most writing types can be categorised as ‘persuasion’, ‘information/explanation’ or ‘entertainment’. With this in mind, every half term a text type from each genre must be
taught. The text types taught will be decided upon based on the selected text/ media being used. Teachers need to keep abreast of the breadth of text types they are
covering to ensure a board and balanced curriculum.
There are some texts chosen for your year group as hooks for your literacy, there is a separate sheet listing the genres that are compulsory for your year groups, however
you can do more than on your list, the boxes in yellow need updating through the year to add what you covered in each term, there are already some in to help you, linked to
the texts for your year.
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
Author/Novel Focus
Lost and Found
Stuck
Oliver Jeffers
Oi Frog
Oi Dog
Kes Gray
Traction Man
Biscuit Bear
Toys in Space
Mini Grey
Winter Poems
Rapunzel
Snow White
The Princess with no
Kingdom
Traditional Tales/Sarah Gibb
Paddington
Michael Bond/Film
Paddington
(Continued)
Michael Bond/Film
The Worst Witch
Jill Murphy
Possible other texts
to be used
The Day The
Crayons Quit
Oi Cat and Oi Goat
Mini Grey Stories Other Worst Witch Stories
Text types covered
ALAN PEAT
SENTENCES
Teach-BOYS
Revise-BOYS
Teach-2A
Teach-Lists
Revise-List
Teach-All W’s
Teach-Simile
Revise-Simile
Teach-Complex
Sentences
Teach …ing, …ed
NON NEGOTIABLE
SPELLINGS
Year 1
a
as
at
an
on
and
get
got
not
but
will
with
that
this
then
said
have
like
so
do
come
were
there
when
what
oh
their
people
Mr
Mrs
3. past
sure
sugar
SPELLING
SESSIONS
YEAR 1
YEAR 2
Stage 1 ‘c’, ‘k’, ‘ck’ sounding ‘k’ Word List 1:1
A The ‘k’ sound is usually made with‘c’ andwhen followedby the vowels‘a’, ‘o’, ‘u’.
B The ‘k’ sound is also made with ‘k’ when followedby the vowels ‘e’, ‘i’ andthe consonant ‘y’.
C The ‘k’ sound is often made with‘ck’ at the end of short words andalwaysfollowsa short vowel.
can cat cot cop cup
keg keen kill skin sky
sack neck pick sock luck
Stage 1 ‘I’, ‘ll’ sounding ‘l’ Word List 1:2
A The ‘l’ sound is usually made with‘l’ at the start of words.
B The ‘l’ sound is often made with ‘ll’ at the end of short words following a short vowel.
C The vowel ‘a’ makesan ‘or’ soundwhen followedby ‘ll’.
lap let lip lock luck
tell fell will bull full
all fall ball tall wall
Stage 1 ‘s’, ‘ss’, ‘zz’ Word List 1:3
A The ‘s’ soundis usually made with ‘s’ at the start of words.
B The ‘s’ soundis often made with ‘ss’ at the end of short wordsfollowing a short vowel.
C The ‘z’ sound can be made with‘zz’ at the end of a few short wordsfollowing a short vowel.
sat send slip sock stuck
pass less kiss boss fuss
jazz fizz frizz fuzz buzz
Stage 1 ‘f’, ‘ff’, ‘ph’ sounding ‘f’ Word List 1:4
A The ‘f’ soundis usually made withan ‘f’ at the start of everyday short words.
B The ‘f’ soundis usually made with‘ff’ at the end of short words (following a single vowel letter).
C The ‘f’ soundcan be made with ‘ph’ in longer or less common words.
fat fell fill for fun
staff Jeff cliff off stuff
graph elephant dolphin trophy photo
Stage 1 ‘w’, ‘wh’ sounding ‘w’ Word List 1:5
A In most words the ‘w’ sound is made with the letter ‘w’.
B The ‘w’ soundcan also be made with‘wh’. Most of the question wordsuse ‘wh’.
C There are no rules to help with other wordsthat use ‘wh’. You must learn them.
water went will below wood
what when which who where
whale wheel whip while white
4. Stage 1 Final ‘tch’, ‘ch’ sound Word List 1:6
A ‘tch’ is used at the end of words if it followsa single short vowel.
B ‘ch’ is used at the end of words if it followsa consonant (very often ‘n’).
C ‘ch’ is used at the end of words if it followsa long vowel sound(or a two vowelstogether).
catch fetch ditch notch hutch
branch bench pinch torch lunch
each reach beech coach touch
Stage 1 ‘v’, ‘ve’ sounding ‘v’ Word List 1:7
A Many Englishwordsstart with a ‘v’.
B Englishwords hardly ever end with a ‘v’. The final ‘v’ sound usually hasan ‘e’ added.
C Englishwords hardly ever end with a ‘v’. The final ‘v’ sound usually hasan ‘e’ added.
van vain vet vicar volt
have serve give solve curve
valve twelve live active evolve
Stage 1 ‘y’ sounding ‘ee’ Word List 1:8
A A ‘y’ at the end of a word often makesthe sound of long ‘e’ (ee).
B With short vowel soundsthe final consonant isoften doubled before the ‘y’.
C With long vowel soundsthe single consonant before the ‘y’ does not need to be doubled.
party very sixty story study
happy teddy silly potty funny
lady baby tiny pony duty
Stage 1 Syllables Word List 1:9
A A syllable is like a ‘beat’ in the spoken word: ‘un’ (1 beat), ‘un-do’ (2 beats), ‘un-do-ing’ (3 beats).
B Eachsyllable must have at least one vowel or a ‘y’: ‘un-do-ing’.
C Words of more than one syllable often have an unstressed syllable in whichthe vowel sound is unclear.
ball day fish seed sun
football sunset goldfish water garden
basketball ladybird jellyfish flowerpot butterfly
Stage 1 Compound words Word List 1:10
A Compoundwordsare two wordsjoined together to make a longer word.
B Eachpart of a compoundwordis spelt as it wouldbe if it were on its own (footpath: foot-path).
C Eachpart of a compoundwordmust have at least one vowel or a ‘y’ in it (dustpan: dust-pan).
cannot below inside however undo
backpack treetop windmill footpath sunset
bathroom weekend dishcloth toothpick dustpan
Stage 1 ‘ai’, ‘ay’, ‘a-e’ sounding long ‘a’ Word List 1:11
A When two vowelsgo out walking the first one does the talking, so ‘ai’ makesa long ‘a’ sound.
B ‘y’ can act as a vowel, making the ‘a’ say its name (long ‘a’ sound).
C Magic (or silent) ‘e’ makesthe vowel ‘a’ say its name (long ‘a’ sound).
tail snail wait rain again
play tray sway stay stray
sale take name made shade
5. Stage 1 ‘ee’, ‘ea’, ‘e-e’ sounding long ‘e’ Word List 1:12
A Double ‘ee’ gives a long ‘e’ sound.
B When two vowelsgo out walking the first one does the talking, so ‘ea’ makesa long ‘e’ sound.
C Magic (or silent) ‘e’ makesthe vowel ‘e’ say its name (long ‘e’ sound). There are very few of these.
deep sheep sleep sweet street
seat treat dream steam reach
eve here these theme
Stage 1 ‘igh’, ‘ie’, ‘i-e’ sounding long ‘i’ Word List 1:13
A The letters ‘igh’ together make a long ‘i’ sound (eye). They are often followedby the letter ‘t’.
B When two vowelsgo out walking the first one does the talking, so ‘ie’ makesa long ‘i’ sound (eye).
C Magic (or silent) ‘e’ makesthe vowel ‘i’ say its name (long ‘i’ sound).
high sigh nigh fight light
tie pie lied cried dried
time nine shine slide smile
Stage 1 ‘ow’, ‘oa’, ‘o-e’ sounding long ‘o’ Word List 1:14
A ‘ow’ together can make a long ‘o’ sound.
B When two vowelsgo out walking the first one does the talking, so ‘oa’ makesa long ‘o’ sound.
C Magic (or silent) ‘e’ makesthe vowel ‘o' say its name (long vowel sound).
blow flow grow show snow
coat boat toad road moan
hope rope hole home stone
Stage 1 ‘ew’, ‘ue’, ‘u-e’ sounding long ‘u’ Word List 1:15
A ‘ew’ together make a long ‘u’ sound.
B When two vowelsgo out walking the first one does the talking, so ‘ue’ makesa long ‘u’ sound.
C Magic (or silent) ‘e’ makesthe vowel ‘u' say its name (long vowel sound).
new chew grew blew flew
true clue glue blue flue
tube cube tune rude mule
Stage 1 Vowel digraphs Word List 1:16
A When two vowelsgo out walking the first one does the talking (long vowel sound).
B When two vowelsgo out walking the first one does the talking (long vowel sound).
C When two vowelsgo out walking the first one does the talking (long vowel sound).
wait weak pie coat true
pain read tie soap blue
sail clean lie road clue
Stage 1 Magic ‘e’ Word List 1:17
A Magic (or silent) ‘e’ makesthe vowel say its name (long vowel sound).
B Magic (or silent) ‘e’ makesthe vowel say its name (long vowel sound).
C Magic (or silent) ‘e’ makesthe vowel say its name (long vowel sound).
shade here slime mole cube
shake these spine rose fuse
6. flame theme drive choke brute
Stage 1 Long ‘a’, ‘e’, ‘i’, ‘o’, ‘u’ Word List 1:18
A The long vowel sounds ‘a’, ‘e’, ‘i’, ‘o’, ‘u’ can also be made using ‘ay’, ‘ee’, ‘igh’, ‘ow’, ‘ew’
B The long vowel sounds ‘a’, ‘e’, ‘i’, ‘o’, ‘u’ can also be made using ‘ay’, ‘ee’, ‘igh’, ‘ow’, ‘ew’
C The long vowel sounds ‘a’, ‘e’, ‘i’, ‘o’, ‘u’ can also be made using ‘ay’, ‘ee’, ‘igh’, ‘ow’, ‘ew’
pay weep high blow blew
clay keep right grow grew
away peep sight crow crew
Stage 1 ‘ie’, ‘y’, ‘oe’ sounding long ‘ee’, ‘i’, ‘o’ Word List 1:19
A ‘ie’ can make along ‘ee’ sound(but also a long ‘i’ soundso be careful: pie/tie).
B A final ‘y’ can make a long ‘i’ sound(but also a long ‘ee’ sound so be careful: baby/only).
C ‘oe’ can make a long ‘o’ sound. There are not many of these words.
chief brief thief field belief
my spy fly cry sky
toe hoe doe Joe oboe
Stage 1 ‘oo’ sounding ‘oo’, ‘u’ Word List 1:20
A ‘oo’ most often makesa long ‘oo’ sound(often before ‘n’, ‘m’ and ‘l’).
B ‘oo’ can give a short ‘u’ sound (often before ‘d’ and ‘k’). Note: accent make affect pronunciation.
C ‘oo’ can make a long ‘oo’ or a short ‘u’ sound. The rulesdo not alwaysapply.
moon soon room tool fool
wood good look took shook
boot foot shoot food wool
Stage 1 Long and short ‘ow’ sound Word List 1:21
A ‘ow’ can make a long ‘o’ sound.
B ‘ow’ can make a short sound. This is usually at the end of a wordor before ‘n’ or ‘l’.
C The short ‘ow’ soundis also made using ‘ou’. This is usually in the middle of a word or before ‘nd’.
own low slow crow snow
owl howl now down town
out shout mouth round sound
Stage 1 ‘oi’and ‘oy’ Word List 1:22
A ‘oi’ is often used in the middle of a word.
B ‘oi’ is never used at the end of an Englishword.
C ‘oy’ is often usedat the end of a wordor syllable.
boil soil spoil coin join
voice choice noise avoid toilet
boy toy enjoy loyal royal
Stage 1 ‘ar’ and ‘or’ Word List 1:23
A ‘ar’ is often used at the end of a word.
B ‘ar’ is often used in the middle of a word.
C ‘or’ is often used in the middle or at the end of a word.
bar car far jar star
7. art part start dark park
for form born short cork
Stage 1 ‘or’, ‘aw, ‘au’ sounding ‘or’ Word List 1:24
A If ‘or’ is at the endof a word an ‘e’ is often added.
B ‘aw’ makes a sound like ‘or’. It is often used at the end of a wordand often before the letter ‘l’ or ‘n’.
C ‘au’ makesa sound like ‘or’. It is never used at the end of a word. They tend to be less common words.
more wore shore score before
saw draw bawl crawl yawn
haul Paul cause pause launch
Stage 1 ‘er’, ‘ir’, ‘ur’ sounding ‘er’ Word List 1:25
A ‘er’ is used in the middle of some words(very often at the end but witha slightly different sound).
B ‘ir’ is often usedin the middle of a word. There are no rules andso must just be learnt.
C ‘ur’ is often used in the middle of a word. There are no rules and so must just be learnt.
herd fern kerb herb term
bird dirt first girl twirl
burst burn turn curl hurt
Stage 1 ‘air’, ‘are’, ‘ear’ sounding ‘air’ Word List 1:26
A ‘air’ alwaysmakesthe sound‘air’.
B ‘are’ often makesthe sound ‘air’.
C ‘ear’ can make the sound‘air’. It more often makesthe sound‘ear’ (near, dear, hear etc).
fair hair pair stair chair
bare care dare stare share
bear pear wear tear swear
Stage 1 Suffix ‘s’, ‘es’ for plurals Word List 1:27
A For most nouns(naming words): just add ‘s’ to make the plural.
B Nounsending in a hiss sound ‘sh’: add ‘es’ to make an extra syllable andmake it easier to say.
C Nounsending in a hiss sound: ‘ch’: add ‘es’ to make an extra syllable andmake it easier to say.
taps pens pins tops cups
ashes lashes dishes wishes bushes
matches peaches ditches coaches punches
Stage 1 Suffix ‘ing’, ‘ed’, ‘er’ Word List 1:28
A For most verbs (doing words): just add ‘ing’ for the present tense (doing now).
B For most verbs (doing words): just add ‘ed’ for the past tense (have done).
C Adding ‘er’ to verbs(‘doing’ words) turns them into nouns(naming words).
playing kicking winking jumping hunting
played kicked winked jumped hunted
player kicker winker jumper hunter
Stage 1 Suffix ‘er’, ‘est’ Word List 1:29
A In wordsending with two consonantsthe suffix isadded without changing the root word.
B The suffix ‘er’ formsthe comparative (comparing two things).
C The suffix ‘est’ formsthe superlative (comparing three or more things).
8. fast fresh quick short dull
faster fresher quicker shorter duller
fastest freshest quickest shortest dullest
Stage 1 Prefix ‘un’, ‘dis’ Word List 1:30
A The prefix ‘un’ means‘not’ or ‘opposite’. When added it gives the word the opposite meaning.
B The prefix ‘un’ means‘not’ or ‘opposite’. When added it gives the word the opposite meaning.
C The prefix ‘dis’ also means‘not’ or ‘opposite’. It gives the wordthe opposite meaning.
unarm uneven unfit undo unlucky
unhappy unwell unlike unlock unused
disarm disagree dislike disown distrust
Stage 2 ‘dge’, ‘ge’, ‘g’ sounding ‘j’ WordList 2:1
A ‘dge’ isusedfor the ‘j’ soundat the end of wordswhen it followsa short vowel sound.
B ‘ge’ isusedat the end of words when it followsany other sound(long vowelsor consonants).
C ‘g’ isusedfor the ‘j’ soundin many wordswhen it goes before ‘e’, ‘i’ or ‘y’.
badge edge bridge dodge fudge
age change village charge huge
germ angel giant ginger energy
Stage 2 ‘c’ sounding ‘s’ WordList 2:2
A When ‘c’ isfollowedby the vowel ‘e’ or ‘i’ the ‘c’ issoft (soundslike ‘s’).
B When ‘c’ isfollowedby ‘y’, the ‘c’ issoft(sounds like ‘s’).
C Wordsbeginning with‘c’ followedby the vowel ‘a’, ‘o’ or ‘u’ the ‘c’ ishard (soundslike ‘k’).
cell city centre circle pencil
fancy mercy cycle cyclist cylinder
cat cow cup camp cost
Stage 2 Silentletters ‘k’, ‘w’, ‘g’ WordList 2:3
A Silent‘k’ isalwaysfollowedby ‘n’ andthe ‘n’ isalwaysfollowedby a vowel.
B Silent‘w’ isoften followedby ‘r’ andthe ‘r’ isalwaysfollowed by a vowel.
C Silent‘g’ isoften followedby ‘n’ andthe ‘n’ isoften followedby a vowel. (Notmany of these.)
knee kneel knit knife know
wrap wreck wrist wrong write
gnaw gnash gnome sign design
Stage 2 ‘le’ ending WordList 2:4
A In words with a short vowel sound, there are alwaystwo consonantsbetween the vowel and‘le’.
B In wordswith a short vowel sound, the consonantbetween the vowel and‘le’ isoften doubled.
C In wordswith a long vowel sound, there is only one consonantbefore the ‘le’.
handle temple simple fondle tumble
apple nettle little bottle puddle
table needle bible poodle steeple
Stage 2 ‘el’, ‘al’ endings WordList 2:5
A ‘el’ ismuchless common than ‘le’. Unlike ‘le’ itisoften used after non-ascendersor descenders.
9. B ‘al’ islesscommon than ‘le’. Very few nounsendin ‘al’ but many adjectivesdo.
C Use ‘al’ if the ending isa suffix (comic-comical, arrive-arrival, centre-central).
travel jewel tinsel towel cruel
animal metal final local brutal
magical central signal global survival
Stage 2 ‘il’, ‘ol’ endings WordList 2:6
A Not many words end ‘il’. These are some of the most common.
B Not many words end ‘il’. These are some of the most common.
C Very few wordsend ‘ol’. These are some of the most common.
axil pencil civil fossil pupil
evil peril devil gerbil nostril
carol petrol pistol idol symbol
Stage 2 Apostrophe for contractions WordList 2:7
A The apostrophe represents missing letters and not the joining of two words (e.g. I have / I’ve).
B The apostrophe replacesmissing letters and must be placedprecisely (e.g. I would/ I’d).
C Contractionsshow how we speak andshould be used within speechmarks.
I’ve you’ve we’ve they’ve he’s
I’d you’d we’d she’d they’d
I’ll you’ll we’ll she’ll they’ll
Stage 2 Apostrophe for contractions WordList 2:8
A The apostrophe represents missing letters and not the joining of two words(e.g. I am / I’m).
B The apostrophe replacesmissing letters and must be placed precisely (e.g. do not / don’t).
C Contractionsshow how we speak andshould be used within speechmarks.
I’m you’re we’re they’re he’s
don’t hasn’t wasn’t couldn’t wouldn’t
it’s he’s she’s there’s where’s
Stage 2 Apostrophe for possession WordList 2:9
A The apostrophe shows possession (or ownership). Itgoes before the ‘s’ when there isone person or thing .
B If you can say the same thing using ‘belonging to’ (the shoes belonging to dad), it will needan apostrophe.
C If you can say the same thing using ‘of’ (the tail of the cat), it will needan apostrophe.
man’s girl’s boy’s baby’s lady’s
Dad’s Mum’s Tony’s Peter’s Mary’s
dog’s cat’s bird’s day’s week’s
Stage 2 ‘y’ soundinglong ‘i’ WordList 2:10
A ‘y’ isby far the most common way of making the long ‘i’ (eye) soundatthe end of a word.
B ‘y’ isby far the most common way of making the long ‘i’ (eye) soundatthe end of a word.
C For nounsand verbs the ‘y’ changesto ‘i’ before adding ‘es’.
my cry dry try why
fly sky spy reply July
cries tries flies spies replies
Stage 2 ‘y’ soundinglong ‘e’ WordList 2:11
10. A Withshort vowel soundsthe final consonantisoften doubled before the ‘y’.
B Withlong vowel soundsthe single consonantbefore the ‘y’ doesnot need to be doubled.
C For nounsand verbs ending ‘y’, the ‘y’ changesto ‘i’ before adding ‘es’.
carry teddy silly potty funny
baby steamy tiny pony duty
babies teddies cities ponies duties
Stage 2 ‘ey’ sounding long ‘e’ WordList 2:12
A ‘ey’ makesthe sound ‘ee’ atthe end of these nouns.
B For words ending ‘ey’ simply add‘s’ to formthe plural.
C ‘ey’ makesthe sound ‘ee’ atthe end of these nouns.
valley monkey chimney donkey turkey
valleys monkeys chimneys donkeys turkeys
galley barley kidney money journey
Stage 2 ‘a’ sounding ‘or’ WordList 2:13
A The ‘or’ soundbefore ‘ll’ isusually speltas ‘a’.
B The ‘or’ soundbefore ‘l’ isusually spelt as‘a’.
C The ‘or’ soundbefore ‘l’ isusually spelt as‘a’.
all ball wall fall small
walk talk chalk stalk balk
also always alright almost already
Stage 2 ‘a’ sounding ‘o’, ‘or’ WordList 2:14
A The short ‘o’ soundafter a ‘w’ isusually speltas‘a’.
B The short ‘o’ soundafter ‘qu’ isusually speltas‘a’.
C The ‘or’ soundafter a ‘w’ isusually speltas ‘ar’.
want wand wasp wash watch
quad squad squat squash quality
war warn ward warm warp
Stage 2 ‘o’ sounding‘u’ WordList 2:15
A The letter ‘o’ can make the short ‘u’ sound. Often before a ‘v’, ‘n’ or ‘th’.
B The letter ‘o’ can make the short ‘u’ sound. Often before a ‘v’, ‘n’ or ‘th’.
C The letter ‘o’ can make the short ‘u’ sound. Often before a ‘v’, ‘n’ or ‘th’.
love glove oven cover above
done honey money wonder Monday
month other brother mother another
Stage 2 ‘or’, ‘ir’, ‘ear’ sounding ‘ur’ WordList 2:16
A ‘or’ can make the sound ‘ur’ in a few wordsbut usually makesthe sound‘or’ (ford).
B ‘ir’ can make the sound‘ur’. Can also sound‘er’ depending on accent.
C ‘ear’ can make the sound‘ur’ in a few wordsbut can also make the sound‘eer’ (fear/near).
word worm worst work world
bird dirt first girl twirl
early earth earn learn heard
11. Stage 2 Homophones‘ai’, ‘a-e’ WordList 2:17
A When two vowelsgo out walking the first one does the talking, so ‘ai’ makesa long ‘a’ sound.
B Magic (or silent) ‘e’ makesthe vowel ‘a’ say itsname (long vowel sound).
C ‘ai’ andmagic (or silent) ‘e’ make the vowel ‘a’ soundandcreate many homophones.
sail mail tail maid pain
sale male tale made pane
pail pale plain plane
Stage 2 Homophones‘ee’, ‘ea’ WordList 2:18
A Double ‘e’ (ee) makesa long ‘e’ sound.
B When two vowelsgo out walking the first one does the talking, so ‘ea’ can make a long ‘e’ sound.
C ‘ee’ and‘ea’ canboth make the long vowel ‘e’ soundandcreate many homophones.
see been week meet deer
sea bean weak meat dear
feet feat heel heal
Stage 2 Homophonessilent ‘k’ WordList 2:19
A The letter ‘n’ isthe most common way of making the sound ‘n’.
B When ‘k’ issilentit isalwaysfollowedby ‘n’ andcan soundlike wordsthat start with ‘n’.
C When ‘k’ issilentit isalwaysfollowedby ‘n’ andcan soundlike wordsthat start with ‘n’.
no nose new not nit
know knows knew knot knit
night knight need knead
Stage 2 Homophonessilent ‘w’ WordList 2:20
A The letter ‘r’ isthe most common way of making the sound ‘r’.
B When ‘w’ issilentit isoften followedby ‘r’ andcan soundlike wordsthat start with ‘r’.
C Silent‘w’ isoften followedby ‘r’ andthe ‘r’ isalwaysfollowedby a vowel.
rap rack ring rote rung
wrap wrack wring wrote wrung
right write reek wreak
Stage 2 Suffix‘er’, ‘est’ WordList 2:21
A Magic (or silent) ‘e’ makesthe vowel say itsname (long vowel sound).
B The ‘e’ isdroppedbefore adding the suffix ‘er’ or any vowel suffix. ‘er’ formsthe comparative.
C The ‘e’ isdroppedbefore adding the suffix ‘est’ or any vowel suffix. ‘est’ formsthe superlative.
brave late wise nice cute
braver later wiser nicer cuter
bravest latest wisest nicest cutest
Stage 2 Suffix‘ed’, ‘ing’ WordList 2:22
A Magic (or silent) ‘e’ makesthe vowel say itsname (long vowel sound).
B The ‘e’ isdroppedbefore adding the suffix ‘ed’ or any vowel suffix. ‘ed’ formsthe past tense.
C The ‘e’ isdroppedbefore adding the suffix ‘ing’ or any vowel suffix. ‘ing’ formsthe present tense.
wave hike smile hope poke
waved hiked smiled hoped poked
waving hiking smiling hoping poking
12. Stage 2 Suffix‘ier’, ‘iest’ WordList 2:23
A These adjectivesall end withthe letter ‘y’ making a long ‘e’ sound(ee).
B The ‘y’ ischangedto ‘i’ before adding the suffix ‘er’ to form the comparative (more).
C The ‘y’ ischangedto ‘i’ before adding the suffix ‘est’ to form the superlative (most).
happy smelly silly cosy ugly
happier smellier sillier cosier uglier
happiest smelliest silliest cosiest ugliest
Stage 2 Suffix‘ied’, ‘ing’ WordList 2:24
A ‘y’ isby far the most common way of making the long ‘i’ sound (eye) soundatthe end of a word.
B The ‘y’ ischangedto ‘i’ before adding the suffix ‘ed’. ‘ed’ formsthe past tense.
C Keep the ‘y’ when adding ‘ing’ to preventhaving a double ‘i’ (ii). ‘ing’ formsthe present tense.
cry dry try deny reply
cried dried tried denied replied
crying drying trying denying replying
Stage 2 Suffix‘er’, ‘est’ WordList 2:25
A These are one syllable adjectiveswitha short vowel soundbefore a final consonantletter.
B In one syllable words with a short vowel before a final consonant: double the final consonantto add ‘er’.
C In one syllable words with a short vowel before a final consonant: double the final consonantto add ‘est’.
sad wet fit big hot
sadder wetter fitter bigger hotter
saddest wettest fittest biggest hottest
Stage 2 Suffix‘ed’, ‘ing’ WordList 2:26
A These are one syllable verbs witha short vowel soundbefore a final consonantletter.
B In one syllable words with a short vowel before a final consonant: double the final consonantto add ‘ed’.
C In one syllable words with a short vowel before a final consonant: double the final consonantto add ‘ing’.
clap skip nod hop rub
clapped skipped nodded hopped rubbed
clapping skipping nodding hopping rubbing
Stage 2 Suffix‘ful’, ‘less’ WordList 2:27
A A consonantsuffix(‘ful, ‘less’) can be added to most root words without a change to the spelling.
B The suffix ‘ful’ means‘full of’. Itturns a noun into an adjective. Note: the suffix hasonly one ‘l’.
C The consonantsuffix ‘less’ means‘without’. Itturns a noun into an adjective.
pain fear mind hope tune
painful fearful mindful hopeful tuneful
painless fearless mindless hopeless tuneless
Stage 2 Suffix‘ly’, ‘ness’ WordList 2:28
A A consonantsuffix(‘ly, ‘ness’) canbe added to most root wordswithout a change to the spelling.
B The suffix ‘ly’ can justbe added to most root words. It turns an adjective into an adverb.
C The suffix ‘ness’ can justbe added to most root words. It turns an adjective into a noun.
sad glad kind shy cold
sadly gladly kindly shyly coldly
13. sadness gladness kindness shyness coldness
Stage 2 Suffix‘ily’, ‘iness’ WordList 2:29
A Two syllable root words whichhave a consonantbefore a final ‘y’.
B The ‘y’ changesto ‘i’ when adding the suffix ‘ly’. It turns an adjective into an adverb.
C The ‘y’ changesto ‘i’ when adding the suffix ‘ness’. Itturns an adjective into a noun.
happy nasty crazy tidy cosy
happily nastily crazily tidily cosily
happiness nastiness craziness tidiness cosiness
Stage 2 Suffix‘ion’ WordList 2:30
A The ‘shun’ soundin wordsismost commonly spelt as ‘tion’. There are many of these words.
B A ‘shun’ soundafter a long ‘a’ soundisalwaysspelt‘tion’. There are many of these words.
C A ‘shun’ soundafter a long ‘o’ soundisspelt ‘tion’. There are only a few of these words.
action section fiction option suction
nation station location relation vacation
notion potion lotion motion emotion
PUNCTUATION and
GRAMMAR
Year 1
Year 2
Text Structure Sentence Construction Word Structure/Language Punctuation Terminology
Planning Tools: Story map / story mountain
(Refer to Story-Type grids)
Plan opening around character(s), setting, time
of day and type of weather
Understanding - beginning /middle /end to a
story
Understanding - 5 parts to a story:
Opening
Once upon a time…
Build-up
One day…
Problem / Dilemma
Suddenly,../ Unfortunately,…
Resolution
Fortunately,…
Ending
Finally,….
Non-fiction:
(Refer to Connectives and Sentence
Signposts document for Introduction and
Endings)
Types of sentences:
Statements
Questions
Exclamations
Simple Connectives:
and
or
but
so
because
so that
then
that
while
when
where
Also as openers:
While…
When…
Where…
-‘ly’ openers
Fortunately,…Unfortunately, Sadly,…
Simple sentences e.g.
I went to the park.
The castle is haunted.
Embellished simple sentences using
adjectives e.g.
The giant had an enormousbeard.
Prepositions:
inside
outside
towards
across
under
Determiners:
the a my your an this that
his her their some all lots of
many more those these
Adjectives to describe
e.g. The old house…
The huge elephant…
Alliteration
e.g. dangerous dragon
slimy snake
Similes using as….as…
e.g. as tall as a house
as red as a radish
Precise, clear language to give
information e.g.
First, switchon the red button.
Next, wait for the green light to
Capital Letters:
Capital letter for names
Capital letter for the
personal pronoun I
Full stops
Question marks
Exclamation marks
Speechbubble
Bullet points
Consolidate:
Finger spaces
Letter
Word
Sentence
Full stops
Capital letter
Simile – ‘like’
Introduce:
Punctuation
Question mark
Exclamation mark
Speechbubble
Bullet points
14. Planning tools:
text map / washing line
Heading
Introduction
Opening factual statement
Middle section(s)
Simple factual sentencesarounda them
Bullet pointsfor instructions
Labelled diagrams
Ending
Concluding sentence
Red squirrels enjoy eating deliciousnuts.
Compound sentences using connectives
(coordinating conjunctions)
and/or/ but/so e.g.
The children playedon the swings and
slid down the slide.
Spiders can be small or they can be
large.
Charlie hid but Sally foundhim.
It wasraining so they put on their
coats.
Complex sentences:
Use of ‘who’ (relative clause)
e.g.
Once upon a time there was a little old
woman who livedin a forest.
There are many children who like to eat
ice cream.
‘Run’ - Repetition for rhythm e.g.
He walkedandhe walkedandhe walked.
Repetition for description
e.g.
a lean cat, a mean cat
a green dragon, a fiery dragon
flash...
Regular plural noun suffixes –s or
–es
(e.g. dog, dogs; wish, wishes)
Suffixes that can be added to
verbs (e.g. helping, helped, helper)
How the prefix un– changesthe
meaning of verbs and adjectives
(negation, e.g. unkind, or undoing,
e.g. untie the boat)
Singular/ plural
Adjective
Verbs
Connective
Alliteration
Simile – ‘as’
Consolidate Year 1 list
Introduce:
Fiction
Secure use of planning tools: Story
map / story mountain / story grids/
’Boxing-up’ grid
(Refer to Story Types grids)
Plan opening around character(s),
setting, time of day andtype of
weather
Understanding 5 parts to a story
with more complex vocabulary
Consolidate Year 1 list
Introduce:
(See Connectives and Sentence Signposts
doc.)
Types of sentences:
Statements
Questions
Exclamations
Commands
-‘ly’ starters
e.g. Usually, Eventually, Finally, Carefully,
Slowly, …
Vary openers to sentences
Consolidate Year 1 list
Introduce:
Prepositions:
behind above along before
between after
Alliteration
e.g. wickedwitch
slimy slugs
Similes using…like…
e.g.
… like sizzling sausages
…hot like a fire
Consolidate Year 1 list
Introduce:
Demarcate sentences:
Capital letters
Full stops
Question marks
Exclamation marks
Commas to separate items
in a list
Comma after –ly opener
Consolidate:
Punctuation
Finger spaces
Letter
Word
Sentence
Full stops
Capital letter
Question mark
Exclamation mark
Speechbubble
Bullet points
Singular/ plural
15. Opening e.g.
In a land far away….
One cold but bright morning…..
Build-up e.g.
Later that day
Problem / Dilemma e.g.
To his amazement
Resolution e.g.
As soon as
Ending e.g.
Luckily, Fortunately,
Ending should be a section rather than
one final sentence e.g. suggest how the
main character isfeeling in the final
situation.
Non-Fiction
(Refer to Connectives and Sentence
Signposts document for Introduction
and Endings)
Introduce:
Secure use of planning tools: Text
map / washing line / ‘Boxing –up’ grid
Introduction:
Heading
Hook to engage reader
Factual statement / definition
Opening question
Middle section(s)
Group related ideas/ facts into
sections
Subheadingsto introduce sentences
/sections
Use of lists – what isneeded / lists of
steps to be taken Bullet points for
facts Diagrams
Ending
Make final commentto reader
Extra tips! / Did-you-know? facts/
True or false?
Embellished simple sentences using:
adjectives e.g. The boyspeepedinside the
dark cave.
adverbs e.g. Tom ran quickly down the hill.
Secure use of compound sentences
(Coordination) using connectives:
and/ or / but / so
(coordinating conjunctions)
Complex sentences (Subordination) using:
Drop in a relative clause:
who/which e.g.
Sam, who waslost, sat down and cried.
The Vikings, who came fromScandinavia,
invadedScotland.
The Fire of London, which started in
Pudding Lane, spreadquickly.
Additional subordinating conjunctions:
what/while/when/where/because/ then/so
that/ if/to/until
e.g. While the animalswere munching
breakfast, two visitorsarrived
During the Autumn, when the weather is
cold, the leavesfall off the trees.
Use long and short sentences:
Long sentences to add description or
information. Use short sentences for
emphasis.
Expanded noun phrases
e.g. lots of people, plenty of food
List of 3 for description
e.g. He wore old shoes, a dark cloak anda
red hat.
African elephantshave long trunks, curly
tusks andlarge ears.
Two adjectives to describe the
noun
e.g.
The scary, old woman…
Squirrels have long, bushy tails.
Adverbs for description
e.g.
Snow fell gently andcoveredthe
cottage in the wood.
Adverbs for information e.g.
Lift the pot carefully onto the
tray.
The river quickly floodedthe town.
Generalisers for information,
e.g.
Most dogs….
Some cats….
Formation of nouns using suffixes
such as –ness, –er
Formation of adjectives
using suffixes suchas –ful, –less
(A fuller list of suffixes can be
foundin the spelling appendix.)
Use of the suffixes –er and –est
to formcomparisons of adjectives
and adverbs
e.g. Fortunately,….Slowly,….
Speech bubbles /speech
marks for direct speech
Apostrophes to mark
contracted forms in
spelling
e.g. don’t, can’t
Apostrophes to mark
singular possession e.g.
the cat’s name
Adjective
Verb
Connective
Alliteration
Simile – ‘as’/ ‘like’
Introduce:
Apostrophe (contractions an
possession)
Commas for description
‘Speech marks’
Suffix
Verb / adverb
Statement
question
exclamation
Command(Bossy verbs)
Tense (past, present, futur
Adjective / noun
Noun phrases
Generalisers
16. The consistent use of present tense
versus past tense throughout texts
Use of the continuous formof verbs
in the present and past tense to mark
actionsin progress(e.g. she is
drumming, he was shouting)
17. Writing Purposes
PERSUADE Formal letters Advertisements
Leaflets/ flyer/
pamphlet
Speeches
Balanced
arguments
Radio advert Book blurb Discussion Debate
INFORM/
EXPLAIN
Explanations Instructions News Reports Non-Chronological Reports
Encyclopaedia entry List of rules Interview Leaflet
Technical manual Recipe Review / sports review Information (eg history link)
Science investigation Directions / route planner Recount (report)
Technical instructions Article/ Magazine article
Eyewitness report
ENTERTAIN
Narrative Recount Poetry Descriptive Writing Play Script
Traditional Tale
Letter Free Verse (inc. Conversation,
Monologue, List Poems)
Fantasy Adventure
Postcard Visual Poems (Calligrams, Shape,
Concrete)
Story with patterned language
Personal diary entry Structured Poems(cinquain, quatrain,
couplets, rap, limerick, kennings,
haiku, tanka, renga, ballads, question
and answer poems)
Stories with familiar settings
Retell event
Myths
Biography
Legends Autobiography
Fables
Stories from other cultures
Adventure
Mystery
Issue / dilemma
Wantedposter
Diary entry of character
Eyewitnessaccountas
character
Imaginary world / Sci-fi
Flashback/
Flashforwards