Spelling
At Brookfields Primary School, we follow the ‘No Nonsence’ spelling scheme. This is taught in Y2 – Y6. The lessons follow the same structure as our phonics lessons and normally last for approximately 20 minutes. These lessons take place between 9 am – 9:20am – this is why it is important your child is in school every day on time!
Your child will be issued with new spellings every week and will be tested on these every Thursday.
Structure of our lessons:
Revisit |
Activate prior knowledge. Revisit previous linked learning. |
Teach |
Introduce the new concept. Explain Investigate Model |
Practise |
Individual/group work Extend/explore the concept independently Investigate Generate |
Apply and Assess |
Assess through independent application Explain and demonstrate understanding |
Strategies used by teachers within lessons that could also be used at home:
Look, say, cover, write, check |
This is probably the most common strategy used to learn spellings. |
Trace, copy and replicate (and then check) |
This is a similar learning process to ‘look, say, cover, write, check’ but is about developing automaticity and muscle memory. If this is easy, do the same process for two different words at the same time. Once you have written all your words this way and feel confident, miss out the tracing and copying or the tracing alone and just write the words. |
Segmentation strategy |
The splitting of a word into its constituent phonemes in the correct order to support spelling. |
Quickwrite |
Writing the words linked to the teaching focus with speed and fluency. The aim is to write as many words as possible within a time constraint. This can be turned into a variety of competitive games including working in teams and developing relay race approaches. |
Drawing around the word to show the shape |
Draw around the words making a clear distinction in size where there are ascenders and descenders. Look carefully at the shape of the word and the letters in each box. Now try to write the word making sure that you get the same shape. |
Have a go |
The process by which children try different possible spellings of a word they want to write but don’t know, in order to see which is the most like- ly. Typically, children would write three versions and then choose which one looks right.
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Quick Write |
Writing with speed and fluency the words linked to the teaching focus. The aim is to write as many words as possible within a time constraint. Children can write words provided by the teacher or generate their own examples e.g. in two minutes write as many words as possible with the /ai/ phoneme. This can be turned into a variety of competitive games including working in teams and developing relay race approaches.
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Proof Reading |
The process of checking writing for spelling and punctuation errors. This task is often done with a spelling buddy (Spuddy).
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Count Down |
Practise reading/blending with speed and fluency. The aim of the activity is to read as many words as possible before the time limit runs out. Children need to read words linked to teaching focus with the time constraint. This can be turned into a variety of games including using teams and a relay race approach.
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Modelling |
An activity is described, and it is anticipated that the action expected of the children is modelled to them rst.
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Spelling Buddy ‘Spuddy’ |
Children are asked to work in pairs, often to ‘test’ each other. They will be asked to work with their ‘Spuddy’ or spelling buddy, from time to time.
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Wall Charts |
Classroom displays can also be made using the word lists supplied.
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Grammar and Punctuation
Below is the overview of the teaching in grammar and punctuation that your child will receive throughout their time at Brookfields. The key elements outlined will help them when writing.
If you keep scrolling, you will see our knowledge organisers for each year group in this area of study.
Progression in Grammar
YEAR 1 |
YEAR 2 |
YEAR 3 |
YEAR 4 |
YEAR 5 |
YEAR 6 |
Noun phrases
Word classes |
Expanded nouns phrases
Word classes |
Expanded noun phrases
Word classes |
Expanded noun phrases
Word classes |
Expanded Noun phrases
Word classes |
Expanded Noun phrases
Word classes |
Subordinating conjunctions
Co-ordinating conjunctions |
Subordinating conjunctions
Co-ordinating conjunctions |
Subordinating conjunctions
Co-ordinating conjunctions |
Subordinating conjunctions
Co-ordinating conjunctions |
Subordinating conjunctions
Co-ordinating conjunctions |
Subordinating conjunctions
Co-ordinating conjunctions |
Past and present tense are consistent
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Past simple Past progressive Present simple Present progressive
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Past simple Past progressive Present simple Present progressive Past perfect Present perfect
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Past simple Past progressive Present simple Present progressive Past perfect Present perfect
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Past simple Past progressive Present simple Present progressive Past perfect Present perfect
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Past simple Past progressive Present simple Present progressive Past perfect Present perfect
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Sentence types – what makes a sentence a sentence.
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Sentence types: Statement Command Question Exclamation
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Sentence types: Statement Command Question Exclamation
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Sentence types: Statement Command Question Exclamation
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Sentence types: Statement Command Question Exclamation
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Sentence types: Statement Command Question Exclamation
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Adverbs (adverb starters and within sentences)
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Adverbials
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Adverbials
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Adverbials
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Adverbials
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Relative clauses and relative pronouns Modal verbs
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Relative clauses and relative pronouns Modal verbs
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Subjunctive form |
Progression in Punctuation
YEAR 1 |
YEAR 2 |
YEAR 3 |
YEAR 4 |
YEAR 5 |
YEAR 6 |
Capital letters Full stops Exclamation marks Question marks |
Capital letters Full stops Exclamation marks Question marks
Speech marks/inverted commas |
Capital letters Full stops Exclamation marks Question marks
Speech marks/inverted commas |
Capital letters Full stops Exclamation marks Question marks
Speech marks/inverted commas |
Capital letters Full stops Exclamation marks Question marks
Speech marks/inverted commas |
Capital letters Full stops Exclamation marks Question marks
Speech marks/inverted commas |
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Commas to separate a list
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Commas to separate a list
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Commas to separate a list
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Commas to separate a list
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Commas to separate a list
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Apostrophe for omission and possession.
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Apostrophe for omission and possession.
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Apostrophe for omission and possession.
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Apostrophe for omission and possession.
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Apostrophe for omission and possession.
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Commas for fronted adverbials
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Commas for fronted adverbials
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Commas for fronted adverbials Commas for clarity Parentheses Dashes Brackets Commas Hyphens
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Commas for fronted adverbials Commas for clarity Parentheses Dashes Brackets Commas Hyphens
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Adding detail Dashes Colons Linking Semi-colons |