Spelling


 * SPELLING **
 * **YEAR LEVEL ** || **ENGLISH STRANDS ** || **ENGLISH SUB-STRANDS ** || **SUB-STRAND ELEMENT ** || **ELABORATION ** || **ENGLISH TYPE ** || **GENERAL CAPABILITIES ** || **CROSS-CURRICULA PRIORITIES ** ||
 * 0F || LANGUAGE || Expressing and developing ideas || Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words (ACELA1758) || recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

 writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LISTENING, SPEAKING, WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">0F || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LANGUAGE || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Expressing and developing ideas || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Know how to use onset and rime to spell words (ACELA1438) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">breaking words into onset and rime, for example c/at

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> building word families using onset and rime, for example h/ot, g/ot, n/ot, sh/ot, sp/ot || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LISTENING, SPEAKING, WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">0F || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LANGUAGE || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Sound and letter knowledge || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">listening to the sounds a student hears in the word, and writing letters to represent those sounds

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> identifying rhyme and syllables in spoken words

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> identifying and manipulating sounds (phonemes) in spoken words

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> identifying onset and rime in one-syllable spoken words || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LISTENING, READING, SPEAKING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">0F || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LITERACY || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Creating texts || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">rereading collaboratively developed texts to check that they communicate what the authors intended || <span style="font-family: Arial,sans-serif; font-size: 8pt;">WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">1 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LANGUAGE || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Expressing and developing ideas || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words (ACELA1778) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">• writing one-syllable words containing known blends, for example ‘bl’, ‘st’

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> • learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about') || <span style="font-family: Arial,sans-serif; font-size: 8pt;">READING, WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">1 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LANGUAGE || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Expressing and developing ideas || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">• building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> • using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') || <span style="font-family: Arial,sans-serif; font-size: 8pt;">READING, WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">1 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LANGUAGE || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Sound and letter knowledge || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">• recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> • recognising and producing rhyming words

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> • replacing sounds in spoken words (for example replace the ‘m’ in 'mat' with 'c' to form a new word 'cat')

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> • saying sounds in order for a given spoken word (for example f/i/sh, th/i/s) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LISTENING, SPEAKING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">1 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LANGUAGE || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Sound and letter knowledge || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Understand the variability of sound --- letter matches (ACELA1459) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">• recognising that letters can have more than one sound (for example ‘u’ in ‘cut’, ‘put’, ‘use’ and a in ‘cat’, ‘father’, ‘any’)

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> • recognising sounds that can be produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">READING, WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">1 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LITERACY || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Creating texts || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">• adding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> • reading the students’ own work aloud to listen for grammatical correctness: checking use of capital letters, full stops, question marks and exclamation marks

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> • checking for inclusion of capital letters and full stops

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> • identifying words which might not be spelt correctly

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> • beginning to use dictionaries and classroom charts to check and correct spelling of less familiar words || <span style="font-family: Arial,sans-serif; font-size: 8pt;">WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">2 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LANGUAGE || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Sound and letter knowledge || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">recognising when some letters are silent, for example knife, listen, castle, and providing the sound for less common sound-letter matches, for example ‘tion’ || <span style="font-family: Arial,sans-serif; font-size: 8pt;">READING, SPEAKING, WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">2 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LITERATURE || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Creating texts || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> checking spelling using a dictionary

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> checking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> making significant changes to their texts using a word processing program ( for example add, delete or move sentences) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Critical and creative thinking, ICT, Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">3 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LANGUAGE || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Expressing and developing ideas || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">using spelling strategies such as: phonological knowledge (for example diphthongs and other ambiguous vowel sounds in more complex words); three-letter clusters (for example 'thr', 'shr', 'squ'); visual knowledge (for example more complex single syllable homophones such as 'break/brake', 'ate/eight'); morphemic knowledge (for example inflectional endings in single syllable words, plural and past tense); generalisations (for example to make a word plural when it ends in 's', 'sh', 'ch', or 'z' add 'es') || <span style="font-family: Arial,sans-serif; font-size: 8pt;">READING, WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Ethical behaviour, Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">4 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LANGUAGE || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Language variation and change || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">identifying words used in Standard Australian English that are derived from other languages, including Aboriginal and Torres Strait Islander languages, and determining if the original meaning is reflected in English usage, for example kangaroo, tsunami, typhoon, amok, orang-utan

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> identifying commonly used words derived from other cultures || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LISTENING, READING, SPEAKING, WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Intercultural understanding, Personal and social competence || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Aboriginal Torres Strait Is history and culture, Asia and Australia’s engagement with Asia ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">4 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LANGUAGE || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Expressing and developing ideas || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">building etymological knowledge about word origins (for example 'thermometer') and building vocabulary from research about technical and subject specific topics || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LISTENING, READING, SPEAKING, WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">4 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LANGUAGE || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Expressing and developing ideas || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">using phonological knowledge (for example long vowel patterns in multi-syllabic words); consonant clusters (for example 'straight', 'throat', 'screen', 'squawk')

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> using visual knowledge (for example diphthongs in more complex words and other ambiguous vowel sounds, as in 'oy', 'oi', 'ou', 'ow', 'ould', 'u', 'ough', 'au', 'aw'); silent beginning consonant patterns (for example 'gn' and 'kn')

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> applying generalisations, for example doubling (for example 'running'); 'e'-drop (for example 'hoping') || <span style="font-family: Arial,sans-serif; font-size: 8pt;">WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">4 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LANGUAGE || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Expressing and developing ideas || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Recognise homophones and know how to use context to identify correct spelling (ACELA1780) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">using meaning and context when spelling words (for example when differentiating between homophones such as ‘to’, ‘too’, ‘two’ || <span style="font-family: Arial,sans-serif; font-size: 8pt;">WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">4 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LITERACY || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Creating texts || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">revising written texts: editing for grammatical and spelling accuracy and clarity of the text, to improve the connection between ideas and the overall flow of the piece || <span style="font-family: Arial,sans-serif; font-size: 8pt;">WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Critical and creative thinking, Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">5 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LANGUAGE || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Language variation and change || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">recognising that a knowledge of word origins is not only interesting in its own right, but that it extends students’ knowledge of vocabulary and spelling

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> exploring examples of words in which pronunciation, writing and meaning has changed over time, including words from a range of cultures || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LISTENING, READING, SPEAKING, WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Intercultural understanding, Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">5 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LANGUAGE || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Expressing and developing ideas || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words (ACELA1513) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">learning that many complex words were originally hyphenated but have become ‘prefixed’ as in ‘uncommon’, ‘renew’ ‘email’ and ‘refine’

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> talking about how suffixes change over time and new forms are invented to reflect changing attitudes to gender, for example ‘policewoman’, ‘salesperson’; ‘air hostess’/‘steward’ or ‘flight attendant’ || <span style="font-family: Arial,sans-serif; font-size: 8pt;">READING, WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">5 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LANGUAGE || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Expressing and developing ideas || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Recognise uncommon plurals, for example ‘foci’ (ACELA1514) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">using knowledge of word origins and roots and related words to interpret and spell unfamiliar words, and learning about how these roots impact on plurals || <span style="font-family: Arial,sans-serif; font-size: 8pt;">READING, WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Literacy ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">6 || <span style="font-family: Arial,sans-serif; font-size: 8pt;">LANGUAGE || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Expressing and developing ideas || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages (ACELA1526) || <span style="font-family: Arial,sans-serif; font-size: 8pt;">adopting a range of spelling strategies to recall and attempt to spell new words

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> using a dictionary to correct students’ own spelling || <span style="font-family: Arial,sans-serif; font-size: 8pt;">READING, WRITING || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Literacy ||  || <span style="font-family: Arial,sans-serif; font-size: 8pt;">Top of Form