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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


knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds
LISTENING, SPEAKING, WRITING
Literacy

0F
LANGUAGE
Expressing and developing ideas
Know how to use onset and rime to spell words (ACELA1438)
breaking words into onset and rime, for example c/at


building word families using onset and rime, for example h/ot, g/ot, n/ot, sh/ot, sp/ot
LISTENING, SPEAKING, WRITING
Literacy

0F
LANGUAGE
Sound and letter knowledge
Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)
listening to the sounds a student hears in the word, and writing letters to represent those sounds


identifying rhyme and syllables in spoken words


identifying and manipulating sounds (phonemes) in spoken words


identifying onset and rime in one-syllable spoken words
LISTENING, READING, SPEAKING
Literacy

0F
LITERACY
Creating texts
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)
rereading collaboratively developed texts to check that they communicate what the authors intended
WRITING
Literacy

1
LANGUAGE
Expressing and developing ideas
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)
• writing one-syllable words containing known blends, for example ‘bl’, ‘st’


• 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')
READING, WRITING
Literacy

1
LANGUAGE
Expressing and developing ideas
Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455)
• building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')


• using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')
READING, WRITING
Literacy

1
LANGUAGE
Sound and letter knowledge
Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)
• recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word


• recognising and producing rhyming words


• replacing sounds in spoken words (for example replace the ‘m’ in 'mat' with 'c' to form a new word 'cat')


• saying sounds in order for a given spoken word (for example f/i/sh, th/i/s)
LISTENING, SPEAKING
Literacy

1
LANGUAGE
Sound and letter knowledge
Understand the variability of sound --- letter matches (ACELA1459)
• recognising that letters can have more than one sound (for example ‘u’ in ‘cut’, ‘put’, ‘use’ and a in ‘cat’, ‘father’, ‘any’)


• recognising sounds that can be produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’)
READING, WRITING
Literacy

1
LITERACY
Creating texts
Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)
• adding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun


• reading the students’ own work aloud to listen for grammatical correctness: checking use of capital letters, full stops, question marks and exclamation marks


• checking for inclusion of capital letters and full stops


• identifying words which might not be spelt correctly


• beginning to use dictionaries and classroom charts to check and correct spelling of less familiar words
WRITING
Literacy

2
LANGUAGE
Sound and letter knowledge
Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474)
recognising when some letters are silent, for example knife, listen, castle, and providing the sound for less common sound-letter matches, for example ‘tion’
READING, SPEAKING, WRITING
Literacy

2
LITERATURE
Creating texts
Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)
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


checking spelling using a dictionary


checking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks


making significant changes to their texts using a word processing program ( for example add, delete or move sentences)
WRITING
Critical and creative thinking , ICT, Literacy

3
LANGUAGE
Expressing and developing ideas
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)
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')
READING, WRITING
Ethical behaviour , Literacy

4
LANGUAGE
Language variation and change
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)
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


identifying commonly used words derived from other cultures
LISTENING, READING, SPEAKING, WRITING
Intercultural understanding, Personal and social competence
Aboriginal Torres Strait Is history and culture, Asia and Australia’s engagement with Asia
4
LANGUAGE
Expressing and developing ideas
Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
building etymological knowledge about word origins (for example 'thermometer') and building vocabulary from research about technical and subject specific topics
LISTENING, READING, SPEAKING, WRITING
Literacy

4
LANGUAGE
Expressing and developing ideas
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)
using phonological knowledge (for example long vowel patterns in multi-syllabic words); consonant clusters (for example 'straight', 'throat', 'screen', 'squawk')


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')


applying generalisations, for example doubling (for example 'running'); 'e'-drop (for example 'hoping')
WRITING
Literacy

4
LANGUAGE
Expressing and developing ideas
Recognise homophones and know how to use context to identify correct spelling (ACELA1780)
using meaning and context when spelling words (for example when differentiating between homophones such as ‘to’, ‘too’, ‘two’
WRITING
Literacy

4
LITERACY
Creating texts
Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
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
WRITING
Critical and creative thinking , Literacy

5
LANGUAGE
Language variation and change
Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)
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


exploring examples of words in which pronunciation, writing and meaning has changed over time, including words from a range of cultures
LISTENING, READING, SPEAKING, WRITING
Intercultural understanding, Literacy

5
LANGUAGE
Expressing and developing ideas
Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words (ACELA1513)
learning that many complex words were originally hyphenated but have become ‘prefixed’ as in ‘uncommon’, ‘renew’ ‘email’ and ‘refine’


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’
READING, WRITING
Literacy

5
LANGUAGE
Expressing and developing ideas
Recognise uncommon plurals, for example ‘foci’ (ACELA1514)
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
READING, WRITING
Literacy

6
LANGUAGE
Expressing and developing ideas
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)
adopting a range of spelling strategies to recall and attempt to spell new words


using a dictionary to correct students’ own spelling
READING, WRITING
Literacy

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