a letter or group of letters added to the end of a word to change its meaning

the base word from which other words are formed often by adding prefixes or suffixes

Spelling words with the -ible suffix

English

Recognising the different sounds made by the letter strings 'ough' and 'au'

Recognising the different sounds made by the letter strings "ou", "ear" and "ice"

Spelling words with the 'ee' sound spelt 'ie'

Spelling words with the 'ee' sound spelt 'ei'

Spelling words with the suffixes -ant and -ance

Spelling words with the suffixes -ent and -ence

Spelling words with the -able suffix

Spelling words with the silent letters 'b', 'k', 'g', 'w' and 't'

Spelling words with the silent letters 'h', 'p', 'n', 'l' and 's'

Spelling words with French etymology

Spelling words with Greek and Latin etymology

Spelling words from the Y5/6 curriculum list

Spelling key curriculum words

Using hyphens to join prefixes to root words

Using hyphens to create adjectives

In this unit, pupils focus on spellings of key letters strings, words of French and Greek origin and curriculum words. In ‘Review and revision of all taught spelling’, pupils revise the full range of spelling content learnt across KS2. 

In ‘Homophones and tense', pupils learnt a range of spelling patterns and conventions, with a focus on homophones and suffixes. In this unit, pupils focus on spellings of key letters strings, words of French and Greek origin and curriculum words. 

In this unit, pupils review and learn a wide range of Year 6 spellings, including letter strings, words with the suffixes -ant, -ance, -ent, -ence, -able and -ible, silent letters, French and Greek origin words, curriculum words and words that use the hyphen in two ways.

Letter strings, etymology and curriculum words

Correct the spelling of the word in bold in the following sentence: 'I have a **terable** cold.'

Correct the spelling of the word in bold in the following sentence: 'The witch was a **horibel** character.'

Correct the spelling of the word in bold in the following sentence: 'The mark on the carpet was clearly **vizibell**.'

Correct the spelling of the word in bold in the following sentence: 'There has been a **defenate** increase in temperature this week.'

Correct the spelling of the word in bold in the following sentence: 'My teacher provided **imediet** feedback on the task.'

What word class is the word in bold in the following sentence? 'The **sensible** pupil packed his books into his bag carefully.'

What word class is the word in bold in the following sentence? 'He packed his things away **sensibly**.'

Match the words ending in -able to their root word.

Keep the ‘e’ and just add the suffix.

What happens when the suffix -able is added to 'admire'?

What happens when the suffix -able is added to 'reason'?

Spelling words with the -ible suffix

Lesson outcome