Year1 spellings: KS1 Spellings | Year 1 and 2 Spellings from PlanBee
Posted onKS1 Spellings | Year 1 and 2 Spellings from PlanBee
KS1 Spellings — The National Curriculum (Year 1)
Here are the statutory requirements in regard to spelling in the National Curriculum:
— The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck
Examples: off, well, miss, buzz, back
— The /ŋ/ sound spelt n before k
Examples: bank, think, honk, sunk
— Division of words into syllables
Examples: pocket, rabbit, carrot, thunder, sunset
— -tch (The /tʃ/ sound is usually spelt as tch if it comes straight after a single vowel letter.)
Examples: catch, fetch, kitchen, notch, hutch
— The /v/ sound at the end of words
Examples: have, live, give
— Adding s and es to words (plural of nouns and the third person singular of verbs)
Examples: cats, dogs, spends, rocks, thanks, catches
— Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word
Examples: hunting, hunted, hunter, buzzing, buzzed, buzzer, jumping, jumped, jumper
— Adding –er and –est to adjectives where no change is needed to the root word
Examples: grander, grandest, fresher, freshest, quicker, quickest
— Vowel digraphs and trigraphs
— Using k for the /k/ sound
Examples: Kent, sketch, kit, skin, frisky
— Adding the prefix –un
Examples: unhappy, undo, unload, unfair, unlock
— Compound words
Examples: football, playground, farmyard, bedroom, blackberry
— Common exception words
KS1 Spellings — The National Curriculum (Year 2)
Here are the statutory requirements in regard to spelling in the National Curriculum:
— 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
Examples: badge, edge, bridge, dodge, fudge age, huge, change, charge, bulge, village gem, giant, magic, giraffe, energy jacket, jar, jog, join, adjust
— The /s/ sound spelt c before e, i and y
Examples: race, ice, cell, city, fancy
— The /n/ sound spelt kn and (less often) gn at the beginning of words
Examples: knock, know, knee, gnat, gnaw
— The /r/ sound spelt wr at the beginning of words
Examples: write, written, wrote, wrong, wrap
— The /l/ or /əl/ sound spelt –le at the end of words
Examples: table, apple, bottle, little, middle
— The /l/ or /əl/ sound spelt –el at the end of words
Examples: camel, tunnel, squirrel, travel, towel, tinsel
— The /l/ or /əl/ sound spelt –al at the end of words
Examples: metal, pedal, capital, hospital, animal
— Words ending –il
Examples: pencil, fossil, nostril
— The /aɪ/ sound spelt –y at the end of words
Examples: cry, fly, dry, try, reply, July
— Adding –es to nouns and verbs ending in –y
Examples: flies, tries, replies, copies, babies, carries
— Adding –ed, –ing, –er and –est to a root word ending in –y with a consonant before it
Examples: copied, copier, happier, happiest, cried, replied
— Adding the endings ing, –ed, –er, –est and –y to words ending in –e with a consonant before it
Examples: hiking, hiked, hiker, nicer, nicest, shiny
— Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter
Examples: patting, patted, humming, hummed, dropping, dropped, sadder, saddest, fatter, fattest, runner, runny
— The /:/ ɔsound spelt a before l and ll
Examples: all, ball, call, walk, talk, always
— The /ʌ/ sound spelt o
Examples: other, mother, brother, nothing, Monday
— The /i:/ sound spelt –ey
Examples: key, donkey, monkey, chimney, valley
— The /ɒ/ sound spelt a after w and qu
Examples: want, watch, wander, quantity, squash
— The /ɜ:/ sound spelt or after w
Examples: word, work, worm, world, worth
— The /ɔ:/ sound spelt ar after w
Examples: war, warm, towards
— The /ʒ/ sound spelt s
Examples: television, treasure, usual
— The suffixes –ment, –ness, –ful , –less and –ly
Examples: enjoyment, sadness, careful, playful, hopeless, plainness (plain + ness), badly merriment, happiness, plentiful, penniless, happily
— Contractions
Examples: can’t, didn’t, hasn’t, couldn’t, it’s, I’ll
— The possessive apostrophe (singular nouns)
Examples: Megan’s, Ravi’s, the girl’s, the child’s, the man’s
— Words ending in –tion
Examples: station, fiction, motion, national, section
— Homophones and near-homophones
Examples: 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
— Common exception words
KS1 Spellings — Strategies and Games
Schools use a range of different methods to help children learn their spellings. Here are some of the most popular ways to help children learn their spelling words:
1. Wordsearches: spelling words could be hidden in a wordsearch for children to find. If they are learning, for example, how to add +tion to root words, perhaps only the root words could be provided!
2. Hangman: playing a game of hangman on a whiteboard is also another popular way to help children memorise spellings.
3. Anagrams: children could be given anagrams of spelling words which they have to unscramble.
4. Spelling Art: draw an overlapping wiggly line with space in each section you create. Choose one word for each sentence and challenge children to write the word as many times as they can within each section.
5. Word rank: from a range of spelling words, ask children to rank them from what they think are the easiest to spell to the hardest. Try to identify why the words at the bottom are hardest and work on these first.
Children could write them out, identifying the trickiest letters and making sure to write these letters larger than the others.
6. Silly sentences: make up silly sentences that use all the words from a given list of spellings. What’s the silliest sentence you can make?!
7. Table tennis spelling: in pairs, children to imagine they are playing table tennis but they bat letters instead of balls! They take it in turns to ping pong each letter in a word in order to each other until they have spelt the word between them.
KS1 Spellings — Look Say Cover Write Check
Children are typically given a Look, Say, Cover, Write, Check template which has a list of spelling words they need to learn in the first column. These may be common exception words, mis-spelt words identified in their writing or they may be words with a common spelling pattern they need to learn.
The idea of Look, Say, Cover, Write, Check is that the children take each spelling word in turn.
First they will look at the word. The next step is to say it aloud so they can hear it. After that, they cover the word over with either their hand or a piece of paper. Then, they will try to write the word in the next column of the table. Finally, they check their spelling by either removing their hand or the piece of paper. This process can be repeated until children have successfully learnt the spelling.
Here are some possible ways in which the Look, Say, Cover, Write Check technique for learning spellings could be used:
— As a morning task when children come into the classroom before registration
-During spelling sessions as a way to provide practise for children in learning spellings
-As a homework task to support parents in helping children learn their spellings
KS1 Spellings — Useful Blogs and Articles
Here at PlanBee we not only have a huge library of resources to support teachers, but we also write expert articles and blogs on a range of subjects.
Here are some that you might like to read to find out more about KS1 Spellings:
Spelling Mixed Practice Year 1
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Product Description
Practice makes perfect when it comes to spotting the difference between an elephant and an elefant! Deepen your spelling knowledge with these printable mixed practice papers, reviewing everything you learned in Spelling Targeted Practice Year 1.
It’s the perfect way to reinforce a year’s worth of curriculum and make sure you know the difference between a giraffe and a jiraffe.
For ages 5-6
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Thoughts by:
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Now I don’t just do pranks, I can spell pranks too.
Designed with experienced teachers and Key Stage 1 assessment experts, this pack contains a series of test papers to provide practice and assessment for all the spelling patterns in the Letters and Sounds syllabus until the end of Year 1.
Get your free sample
how to compare numbers by writing format in python
Question asked
Changed
1 year 1 month ago
Viewed
65 times
this is part of the scheduler bot code block and I need to compare «date = command[0].lower()» with the date format (dd.mm) and if true then the code continues if not please enter correctly.
But I did not find information on how to compare the format. Help me please.
code block:
@bot.message_handler(content_types=['text'])
def add_task(message):
command = message.text.split(maxsplit=1)
if len(command) > 1:
date = command[0].lower()
*if date == # format must be a date (example: 01.01)*:
task = command[1]
add_todo(date, task)
bot.send_message(message.chat.id, f'Task: {task} set on date: {date}')
else:
bot.send_message(message.chat.id,
'Need like this (example): "01.01 finish the salad", try again (call /add)')
- python
- python-telegram-bot
You can compare the format using a regular expression, in our case it will be \d{1,2}\d{1,2} .
To check the date using a regular expression, you must first import the re module ( import re ) and compile it before executing the main program ( p = re. )
compile('\d{1,2}\d{1,2}')
Now check for matches:
if p.match(date):#date - date string
#your code
If you also want to get the first and second number of the date, then you have to replace the regular expression with (\d{1,2})\.(\d{1,2}) , and the code will look like this:
m = p.match(textDate)
if m:
date = m.group(1)
month = m.group(2)
In general, I advise you to read about regular expressions, this is a very powerful tool
https://habr.com/ru/post/115825/
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python — Correct coding (PEP 8)
Ask a Question
Question asked
Changed
1 year 2 months ago
Viewed
130 times
Need advice on how to quickly relearn how to write Python code correctly according to PEP 8 rules.
I used to write code like this:
from random import *
for i in range (10) :
print(randint(100000.999999))
input()
We need to retrain for this:
import random
for i in range(10):
print(random.randint(100000, 999999))
input()
I know this question is not for Stack Overflow, but anyway, please post how to quickly relearn the correct style.
I work on a smartphone in Pydroid 3, I don’t have a computer.
- python
- python-3.x
- pep8
10
Very good question. Personally, I find it difficult to read code written somehow.
The correct steps are below. If there is absolutely no time or very reluctance, then take only the third step. It will take less effort in this case, but you will learn not so quickly.
-
Learn PEP-8 by heart or close to it. Read in English, our translations have been truncated.
-
Find PEP-8 exercises on the Internet and do them all from memory without looking at PEP-8 (part was on Stepik). Repeat until there are no errors.
-
Write further to PyCharm, it will point out errors to you. Consider each before correcting.
Install autopep8 and use it. Ask questions: «Why is it written / formatted like that?». And I think it will come with time.
