[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-150397-en":3,"doc-seo-150397-105":29,"detail-sidebar-cat-0-en-105":89},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":20,"language":21,"language_code":22,"site_id":23,"html_lang":22,"table_of_contents":24,"faqs":25,"seo_title":26,"seo_description":14,"update_tm":27,"read_time":28},150397,962084925502,"Emma Mercer","https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8",4,"Exam","Year 2 Autumn Term 1 Spelling Overview","Week-by-week spelling lesson focus for Year 2, Autumn Term 1, organized by weekly learning objectives. Covers single-syllable words with consonant digraphs ending in /tʃ/ (tch), revising suffixes for -ing and -ed, and /dʒ/ spellings with j/g plus end patterns -dge and -ge. Includes plural formation with -s and -es, /s/ spelling via c before e, i and y, and /eɪ/ sound spellings using ai/ay, a-e and a. Addresses adding -ed/-ing to words containing ai/ay and /iː/ sound spellings with ee/ea and y.","| Our week by week Spelling lesson focus in Y2-Autumn Term 1 |  |\n| --- | --- |\n| 1 | Single syllable words ending with consonant digraphs e.g. much, push, path Review the /tʃ/ sound spelt tch at the end of words or syllables e.g. match, pitch |\n| 2 | Review adding –ing with no change to the root word e.g. playing, crying\u003Cbr>Review adding-ed with no change to the root word e.g. jumped, locked |\n| 3 | Review the /dʒ/ sound spelt j or g e.g. jelly, join, magic, giant\u003Cbr>Teach the /dʒ/ sound spelt-dge at the end of words e.g. bridge, ledge\u003Cbr>Teach the /dʒ/ sound spelt-ge at the end of words e.g. cage, large, huge |\n| 4 | Plurals adding-s or-es with no changes to the root word e.g. catches, skips Teach the /s/ sound spelt c before e, i and y e.g. spicy, rice, city |\n| 5 | Review the /eɪ/ sound spelt ai or [ay e.g. pay](ay e.g. pay), day, wait, train\u003Cbr>Review the /eɪ/ sound spelt a-e e.g. make, came, made, plane\u003Cbr>Review the sound /eɪ/ spelt a e.g. lady, baby, apron, table |\n| 6 | Adding-ed or-ing to words containing ai or ay wating/ed, palying/ed Review the /iː/ sound spelt ee or ea e.g. see/sea, week/weak, meet/meat Review the /iː/ sound spelt y e.g. cherry, happy, very |\n\n\n| Our week by week Spelling lesson focus in Y2-Autumn Term 1 |  |\n| --- | --- |\n| 1 | Single syllable words ending with consonant digraphs e.g. much, push, path Review the /tʃ/ sound spelt tch at the end of words or syllables e.g. match, pitch |\n| 2 | Review adding –ing with no change to the root word e.g. playing, crying\u003Cbr>Review adding-ed with no change to the root word e.g. jumped, locked |\n| 3 | Review the /dʒ/ sound spelt j or g e.g. jelly, join, magic, giant\u003Cbr>Teach the /dʒ/ sound spelt-dge at the end of words e.g. bridge, ledge\u003Cbr>Teach the /dʒ/ sound spelt-ge at the end of words e.g. cage, large, huge |\n| 4 | Plurals adding-s or-es with no changes to the root word e.g. catches, skips Teach the /s/ sound spelt c before e, i and y e.g. spicy, rice, city |\n| 5 | Review the /eɪ/ sound spelt ai or [ay e.g. pay](ay e.g. pay), day, wait, train\u003Cbr>Review the /eɪ/ sound spelt a-e e.g. make, came, made, plane\u003Cbr>Review the sound /eɪ/ spelt a e.g. lady, baby, apron, table |\n| 6 | Adding-ed or-ing to words containing ai or ay wating/ed, palying/ed Review the /iː/ sound spelt ee or ea e.g. see/sea, week/weak, meet/meat Review the /iː/ sound spelt y e.g. cherry, happy, very |\n\n\n| Our week by week Spelling lesson focus in Y2-Autumn Term 1 |  |\n| --- | --- |\n| 1 | Single syllable words ending with consonant digraphs e.g. much, push, path Review the /tʃ/ sound spelt tch at the end of words or syllables e.g. match, pitch |\n| 2 | Review adding –ing with no change to the root word e.g. playing, crying\u003Cbr>Review adding-ed with no change to the root word e.g. jumped, locked |\n| 3 | Review the /dʒ/ sound spelt j or g e.g. jelly, join, magic, giant\u003Cbr>Teach the /dʒ/ sound spelt-dge at the end of words e.g. bridge, ledge\u003Cbr>Teach the /dʒ/ sound spelt-ge at the end of words e.g. cage, large, huge |\n| 4 | Plurals adding-s or-es with no changes to the root word e.g. catches, skips Teach the /s/ sound spelt c before e, i and y e.g. spicy, rice, city |\n| 5 | Review the /eɪ/ sound spelt ai or [ay e.g. pay](ay e.g. pay), day, wait, train\u003Cbr>Review the /eɪ/ sound spelt a-e e.g. make, came, made, plane\u003Cbr>Review the sound /eɪ/ spelt a e.g. lady, baby, apron, table |\n| 6 | Adding-ed or-ing to words containing ai or ay wating/ed, palying/ed Review the /iː/ sound spelt ee or ea e.g. see/sea, week/weak, meet/meat Review the /iː/ sound spelt y e.g. cherry, happy, very |\n\n\n| Our week by week Spelling lesson focus in Y2-Autumn Term 1 |  |\n| --- | --- |\n| 1 | Single syllable words ending with consonant digraphs e.g. much, push, path Review the /tʃ/ sound spelt tch at the end of words or syllables e.g. match, pitch |\n| 2 | Review adding –ing with no change to the root word e.g. playing, crying\u003Cbr>Review adding-ed with no change to the root word e.g. jumped, locked |\n| 3 | Review the /dʒ/ s","cbCaifrO5R8OVfhy","https://ap.wps.com/l/cbCaifrO5R8OVfhy","pdf",103430,1,"English","en",105,"# Week 1\n## Single-syllable words with /tʃ/ spelled with tch\n# Week 2\n## Revising -ing and -ed endings\n# Week 3\n## /dʒ/ spellings (j, g, -dge, -ge)\n# Week 4\n## Plurals (-s, -es) and /s/ spelling (c before e, i, y)\n# Week 5\n## /eɪ/ sound spellings (ai/ay, a-e, a)\n# Week 6\n## Adding -ed/-ing with ai/ay and /iː/ spellings (ee/ea/y)","[{\"question\":\"What spelling focus is covered in Week 1 of the Year 2 Autumn Term 1 plan?\",\"answer\":\"Students focus on single-syllable words ending with consonant digraphs, reviewing the /tʃ/ sound spelled with tch (e.g., match, pitch).\"},{\"question\":\"What suffix rules are reviewed in Week 2?\",\"answer\":\"Week 2 reviews adding -ing and -ed with no change to the root word (e.g., playing, crying; jumped, locked).\"},{\"question\":\"Which graphemes are taught for the /dʒ/ sound in Week 3?\",\"answer\":\"Week 3 reviews /dʒ/ spelled with j or g (e.g., jelly, join) and teaches /dʒ/ endings spelled -dge and -ge (e.g., bridge, ledge; cage, large).\"}]","Year 2 Autumn Term 1 Spelling Overview | 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