1. National Curriculum 2014 (UK)
2. English
3. Key Stage 1
4. Year 2
5. Spelling

New Work for Year 2

Outcomes

• 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
  The letter j is never used for the /dʒ/ sound at the end of English words. At the end of a word, the /dʒ/ sound is spelt -dge straight after the /æ/, /ɛ/, /ɪ/, /ɒ/, /ʌ/ and /ʊ/ sounds (sometimes called 'short' vowels). Example words: badge, edge, bridge, dodge, fudge After all other sounds, whether vowels or consonants, the /dʒ/ sound is spelt as -ge at the end of a word. Example words: age, huge, change, charge, bulge, village In other positions in words, the /dʒ/ sound is often (but not always) spelt as g before e, i, and y. The /dʒ/ sound is always spelt as j before a, o and u. Example words: gem, giant, magic, giraffe, energy, jacket, jar, jog, join, adjust
  Play Activities 2
  Examples
• The /s/ sound spelt c before e, i and y
  Example words: race, ice, cell, city, fancy
  Play Activities 2
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• The /n/ sound spelt kn and (less often) gn at the beginning of words
  The 'k' and 'g' at the beginning of these words was sounded hundreds of years ago. Example words: knock, know, knee, gnat, gnaw
  Play Activities 8
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• The /r/ sound spelt wr at the beginning of words
  This spelling probably also reflects an old pronunciation. Example words: write, written, wrote, wrong, wrap
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• The /aɪ/ sound spelt -y at the end of words
  This is by far the most common spelling for this sound at the end of words. Example words: cry, fly, dry, try, reply, July
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• Adding -es to nouns and verbs ending in -y
  The y is changed to i before -es is added. Example words: flies, tries, replies, copies, babies, carries
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• Adding the endings -ing, -ed, -er, -est and -y to words ending in -e with a consonant before it
  The -e at the end of the root word is dropped before -ing, -ed, -er, -est, -y or any other suffix beginning with a vowel letter is added. Exception: being. Example words: hiking, hiked, hiker, nicer, nicest, shiny
  Play Activities 19
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• Adding -ing, -ed, -er, -est and -y to words of one syllable ending in a single consonant letter after a single vowel letter
  The last consonant letter of the root word is doubled to keep the /æ/, /ɛ/, /ɪ/, /ɒ/ and /ʌ/ sound (i.e. to keep the vowel 'short'). Exception: The letter 'x' is never doubled: mixing, mixed, boxer, sixes. Example words: patting, patted, humming, hummed, dropping, dropped, sadder, saddest, fatter, fattest, runner, runny
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• The /ɔ:/ sound spelt a before l and ll
  The /ɔ:/ sound ('or') is usually spelt as a before l and ll. Example words: all, ball, call, walk, talk, always
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• The /i:/ sound spelt -ey
  The plural of these words is formed by the addition of -s (donkeys, monkeys, etc.). Example words: key, donkey, monkey, chimney, valley
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• Contractions
  In contractions, the apostrophe shows where a letter or letters would be if the words were written in full (e.g. can't - cannot). It's means it is (e.g. It's raining) or sometimes it has (e.g. It's been raining), but it's is never used for the possessive. Example words: can't, didn't, hasn't, couldn't, it's, I'll
  Play Activities 9
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• Homophones and near-homophones
  It is important to know the difference in meaning between homophones. Example words: there/their/they're, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knight
  Play Activities 6
  Examples