Years 5 and 6 Spelling Information

Children will be taught and tested on spelling rules and patterns throughout the year. In addition to this, there will also be a focus on the National Curriculum list of spellings that all children are expected to know by the end of Year 6.

 

Thus the emphasis of the weekly spellings will alternate: one week will concentrate on spelling rules and patterns and the following week will focus on learning the Year 5/6 National Curriculum spellings.

 

For your information, the Year 5/6 National Curriculum spellings are shown below.  Thank you in advance for encouraging and supporting your child in learning these words and the appropriate rules and patterns throughout the year.

 

 

Word List – Years 5 and 6
Accommodate accommodationon embarrass persuade
accompany environment physical
according equip (ped, -ment) privilege
aggressive especially privilege
aggressive exaggerate profession
amateur excellent programme
ancient existence pronunciation
apparent explanation queue
appreciate familiar recognise
attached foreign recommend
available forty relevant
average frequently restaurant
awkward government rhyme
bargain guarantee rhythm
bruise harass sacrifice
category hindrance secretary
cemetery identity shoulder
committee immediate(ly) signature
communicate individual sincere(ly)
community interfere soldier
competition interrupt stomach
conscience language sufficient
conscious leisure suggest
convenience marvellous system
correspond mischievous temperature
criticise (critic + ise) muscle thorough
curiosity necessary twelfth
definite neighbour variety
desperate nuisance vegetable
determined occupy vehicle
develop occur yacht
dictionary opportunity
disastrous parliament

 

Helping your child with spelling

 

When we write we have to consider a number of aspects.

  • We need to know what the purpose of our writing is and for whom we are writing.
  • We need to think about the content and what form our writing will take, for example, is it a shopping list, a report, a letter to a friend, an email?
  • We then need to think about the structure appropriate to the purpose and form of our writing – the use of sentences, paragraphs and punctuation.
  • We then select the vocabulary that will best convey our meaning.
  • And finally we think about how to spell the words we write.

 

Children can find writing a real challenge; they need encouragement, support and praise for their efforts. You can best support them by encouraging them to write on every possible occasion, praising their efforts and, importantly, by letting them see you writing whenever possible. You can play word games with them (e.g. I spy, Find the word puzzles), you can point to interesting or new words as you read to your child (without interrupting the flow of the story) and you can compose emails together.

 

Most of us, even if we consider ourselves to be good spellers, make spelling mistakes at some point. What is important is that we know what to do when we get stuck and we know how to correct our mistakes.

 

The English language is a rich yet complex language but, despite its complexity, 85% of the English spelling system is predictable. Your child will learn the rules and conventions of the system and the spelling strategies needed to become a confident speller.

 

 

 

 

 

Here are some of the strategies that will help your child become a confident and accurate speller:

  • sounding words out: breaking the word down into phonemes (e.g. c-a-t, sh-e-ll) – many words cannot be sounded out so other strategies are needed;
  • dividing the word into syllables, say each syllable as they write the word (e.g. re-mem-ber);
  • using the look, say, cover, write, check strategy: look at the word and say it out aloud, then cover it, write it and check to see if it is correct. If not, highlight or underline the incorrect part and repeat the process;
  • using mnemonics as an aid to memorising a tricky word (e.g. people: people eat orange peel like elephants; could: O U lucky duck);
  • finding words within words (e.g. a rat in separate);
  • making links between the meaning of words and their spelling (e.g. sign, signal, signature) – this strategy is used at a later stage than others;
  • working out spelling rules for themselves – a later strategy;
  • using a dictionary as soon as they know how to.

Encourage your child to have a go at spelling words they are unsure of. This will give them the opportunity to try out spelling strategies and to find those that they find useful. You can help them to use the strategies outlined above and praise their efforts.

Thank you

Nicky