Spelling Content Overview K-6
Sharon Tooney
OBJECTIVE A
EARLY STAGE 1
SPELLING OUTCOME A student:
› demonstrates developing skills in using letters, simple sound blends and some sight words to represent known words when spelling ENe-5A
CONTENT Students: Develop and apply contextual knowledge • understand that initial approximations can lead to correct formal spelling Understand and apply knowledge of language forms and features • spell unknown words phonetically with closer approximations • know how to use onset and rime to spell words (ACELA1438) • identify patterns in words leading to the identification of word families • use and write beginning and ending sounds of spoken words • know that letters are used to represent sounds when writing words Respond to and compose texts • use approximations and some conventional spelling • attempt to spell unknown words using simple strategies, eg segmenting • spell some common words accurately in their own writing • vocalise or subvocalise words when trying to write them • use plural form when spelling some words
ESL scales links to the English syllabus The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 1. An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing strand from Beginning level 1 to level 1. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL students' current level of English on the ESL scales then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes. For EAL students to achieve this English syllabus outcome the teaching focus and pathway of learning will be within the Strategies ESL scales strand organiser. See ESL scales outcomes B1.8, B2.8, 1.12. (English K–10 Syllabus 40)
Spelling Program The program consist of three specific content areas: • Phonemic Awareness and Nursery Rhymes • Phonics • High frequency sight words and Tricky words High frequency sight words include words from the top 100 sight word list. Tricky words have been adapted from the Jolly Phonics Program. Phonics is an adaptation of the Ants in the Apple program and Jolly Phonics program, that is, single sound order is taken from Ants in the Apple and diagraphs and blends order from Jolly Phonics. Sharon Tooney
Week
Phonemic Awareness
2
tie, pie, bee, tea (2 phonemes)
3
cat, bird, house, sun, duck, pig, dog, book (3 phonemes)
4
Nursery Rhyme Focus Incy Wincy Spider Twinkle Twinkle Little Star Humpty Dumpty Jack and Jill Little Boy Blue Der Glumph Mr Frog Jumped out of a Pond
horse, bus, flag, stop, frog, lamp, milk, tent Hickory Dickory Dock (3 phonemes) Baa Baa Black Sheep Jack Be Nimble Grand Old Duke of York
Week
Sounds
Tricky Words
Sight Words
5
ams
6
t if
the
7
dro
come
dog, did, sat, fit, has
8
Revision
9
ghl
here
school, home, cat, can, to
10
ucn
he, she
11
kbv
look, this
12
Revision
13
epj
I’m, my
red, bus, yes, pig, said
14
wyx
me, who
where, away, not, then, went
15
qz
they, have
it, am, is, as, at mum, dad, boy, girl, and
run, in, on, big, little play, skip, I, walk, shouted
down, up, an, if, got
16
Revision of all single sounds
17
Assessment of all single sounds
18
aeiou
are, we
19
aeiou
came, want
Sharon Tooney
today, some, shop, that, good see, book, car, our, for
20
cvc words; identifying: beg, mid & end sounds
there, by
one, two, three, four, five
21
cvc words; identifying: beg, mid & end sounds
your, give
six, seven, eight, nine, ten
22
Revision
23
ai oa
24
ie ee or
pretty, what
25
oo OO ng
with, new
26
like, you, because
find, over, children, funny blue, yellow, go, help, jump make, friend, all, ate, be
Revision & Assessment
27
ch th
now, again
black, brown, but, do, eat
28
sh wh
must, was
into, get, no, please, ran
29
ou oi
out, saw
ride, will so, soon, too
30
ue er ar
ask, could
under, well, white, say, after
31
Revision & Assessment
Week
Sounds
32
Revision, consolidation & extension
Extension Words every, people, from, giving, how
33
round, birthday, why, baby, horse
34
teacher, today, read, house, first
35
second, third, when, yesterday, family
36
happy, stop, their, made, party
37
you’re, don’t, haven’t, isn’t, think
Sharon Tooney
OBJECTIVE A
STAGE 1
SPELLING OUTCOME A student:
› uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words EN1-5A
CONTENT Students: Develop and apply contextual knowledge • demonstrate growing awareness of how accurate spelling supports the reader in understanding written texts to read fluently Understand and apply knowledge of language forms and features • 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)
• understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words (ACELA1471) • recognise common prefixes and suffixes and how they change a word's meaning (ACELA1455, ACELA1472)
• begin to understand how knowledge of word origins supports spelling and vocabulary Respond to and compose texts • spell high-frequency and common sight words accurately when composing texts • spell known words using letter names • isolate and write the initial, medial and final sound of a word • exchange one letter in a written word with a different letter to make a new word • use double consonants where appropriate, eg 'hopping' • begin to use a dictionary for spelling activities and word meaning • recognise when a word is spelt incorrectly • use morphemic and phonological knowledge when spelling
ESL scales links to the English syllabus The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 3. An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing strand from Beginning level 1 to level 3. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL students' current level of English on the ESL scales then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes. For EAL students to achieve this English syllabus outcome the teaching focus and pathway of learning will be within the Strategies ESL scales strand organiser. See ESL scales outcomes B1.8, B2.8, B3.8, 1.12, 2.12, 3.12. (English K–10 Syllabus page 60-61)
Sharon Tooney
Spelling Program Words within the program consist of three specific content areas: • High frequency sight words • Core spelling words • Class vocabulary / theme words High Frequency Words High frequency sight words included in the Year 1 program are derived from the Fry Words – The First Hundred. High frequency sight words included in the Year 2 program are derived from the Fry Words – The Second Hundred. This list can be sourced free of charge for classroom use from www.k12reader.com Core Spelling Words Stage 1 outcomes require that students at this level know: • one-syllable words, made up of common letter clusters • digraphs • long vowels • blends • silent letters • prefixes and suffixes and that they are able to: • isolate and write initial, medial and final sounds of words • exchange one letter within a word, to make a new word • use double consonants • use a dictionary • recognise misspelt words The words selected within the Year 1 program consist of word families (at, an, ap, it, in, ot, op, ob), digraphs (ee, ea, ay, aw, ie, ow, ai, oo, oi, oy, ew, oa) and blends (sh, ch, th, wh, st, ck). The words selected within the Year 2 program consist of initial blends (cl, fl, sp, dr, sl, gr, pl, tr), final blends (ng, ft, ld, nt, st, lt, sk), long vowels (ake, ine, one, ale, ide, oke), silent letters (qu, kn, wr), prefixes (un, re, mid) and suffixes (er, est, ly)
Class Vocabulary / Theme Words These words should be added by the classroom teacher and support the current English content being taught within the context of the classroom, for example, high frequency words from a text or concept being studied. Commonly misspelt words could also be included here. Emphasis should be given to those words that students will be required to read and write accurately in context. These words may also provide a means by which students can be extended within the structure of the Spelling Program.
Sharon Tooney
SIGHTWORDS/SPELLING YEAR ONE Term One Week 1 2
3
4
5
6
7
8
9
10
Sharon Tooney
Sight Words Spelling Words No formal spelling
Vocabulary/Theme Words
the of and
____________ ____________ ____________
cat mat sat fat can a man to ran in fan cap is tap you nap that lap sit it bit he fit was lit for tin on pin are fin win hot as pot with not his lot mop they cop I hop at pop cob be rob this sob have job Revision and Assessment
____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
Term Two Week 1
2
3
4
5
6
7
8
9
10
Sharon Tooney
Sight Words from or one
Spelling Words see bee fee tree sea had seat by meat words neat day but say not pay what ray saw all paw were raw we jaw tie when lie your pie can die bow said low there row use tow cow an now each how which wow she rain do pain how main train look their book if took will cook Revision and Assessment
Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
Term Three Week 1
2
3
4
5
6
7
8
9
10
Sharon Tooney
Sight Words up other about
Spelling Words pool cool fool tool oil out soil many toil then boil boy them toy these coy so soy dew some new her few would pew oat make boat like goat him moat shed into shop time ship has shut chin look chop two chew more chip write the go thin see this that who number when no what way why Revision and Assessment
Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
Term Four Week 1
2
3
4
Sight Words could people my than first water been called who oil sit now find long down day did get come
Spelling Words stop step stem
Vocabulary/Theme Words ____________ ____________ ____________
sack back pack
____________ ____________ ____________
deck peck neck
____________ ____________ ____________
sick lick pick
____________ ____________ ____________
7
lock rock sock dock duck made luck may suck part buck Revision and Consolidation
8
Revision and Consolidation
9
Assessment
10
No formal spelling
5
6
Sharon Tooney
____________ ____________ ____________ ____________ ____________ ____________
SIGHTWORDS/SPELLING YEAR TWO Term One Week 1 2
3
4
5
6
7
8
9
10
Sharon Tooney
Sight Words Spelling Words No formal spelling
Vocabulary/Theme Words
over new sound
____________ ____________ ____________
clap clip club clot flag take flat only flip little flop spin work spun know spat place spot drip years drop live drab me drum back slug give slip most slop slap grin very grab after grub things grow plan our plum just plug name plot trip good trot sentence trap man trim Revision and Assessment
____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
Term Two Week 1
2
3
4
5
6
7
8
9
10
Sharon Tooney
Sight Words think say great
Spelling Words ring sing wing king sang where bang help rang through hang sung much rung before hung line lung lift right left too sift means soft gold old told any sold same bold tent tell sent boy bent follow vent fast came bust want fist show lost also salt around bolt form kilt felt desk three disk small dusk set task Revision and Assessment
Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
Term Three Week 1
2
3
4
5
6
7
8
9
10
Sharon Tooney
Sight Words put end does
Spelling Words take lake make rake mine another fine well line large pine cone must zone big tone even stone sale such male because bale turn stale wide here side why hide ask slide joke went poke men woke read smoke quit need quin land quip different quad home knot us knit move knew know wrap try wren kind wrist hand wrote Revision and Assessment
Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
Term Four Week
7
Spelling Words undo unhappy unwrap unmake redo reread rewrote remake midday midway midline midsong wider slider finer taker fastest found widest study softest still goldest flatly learn trimly should widely world gladly Revision and Consolidation
8
Revision and Consolidation
9
Assessment
10
No formal spelling
1
2
3
4
5
6
Sharon Tooney
Sight Words picture again change off play spell air away animal house point page letter mother answer
Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
OBJECTIVE A
STAGE 2
SPELLING OUTCOME A student:
› uses a range of strategies, including knowledge of letter–sound correspondences and common letter patterns, to spell familiar and some unfamiliar words EN2-5A
CONTENT Students: Develop and apply contextual knowledge • understand how accurate spelling supports the reader to read fluently and interpret written text Understand and apply knowledge of language forms and features • understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1485, ACELA1779)
• recognise homophones and know how to use context to identify correct spelling (ACELA1780) • understand how knowledge of word origins supports spelling Respond to and compose texts • use a variety of spelling strategies to spell high-frequency words correctly when composing imaginative and other texts • use morphemic, visual, syntactic, semantic and phonological knowledge when attempting to spell unknown words • discuss and use strategies for spelling difficult words • experiment with spell check applications and develop an awareness of the limitations of their features in digital technology • use knowledge of alphabetical order to locate information in texts, eg dictionaries, glossaries • identify spelling errors in own writing and unknown texts and provide correct spelling
ESL scales links to the English syllabus The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 5. An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing strand from Beginning level 1 to level 5. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL students' current level of English on the ESL scales then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes. For EAL students to achieve this English syllabus outcome the teaching focus and pathway of learning will be within the Strategies ESL scales strand organiser. See ESL scales outcomes B1.8, B2.8, B3.8, 1.12, 2.12, 3.12, 4.12, 5.12. (English K–10 Syllabus 83-84)
Sharon Tooney
Spelling Program Words within the program consist of three specific content areas: • High frequency sight words • Core spelling words • Class vocabulary / theme words High Frequency Words High frequency sight words included in the Year 3 program are derived from the Fry Words – The Third Hundred and List 1 of The Fourth Hundred. High frequency sight words included in the Year 4 program are derived from the Fry Words – List 2 - 4 The Fourth Hundred and List 1- 2 of The Fifth Hundred This list can be sourced free of charge for classroom use from www.k12reader.com Core Spelling Words Stage 2 outcomes require that students at this level know: • Strategies for spelling words • Spelling rules • Morphemic word families • Spelling generalisations • Letter combinations, including doubles and that they are able to: • Use a variety of strategies • Use morphemic, visual, syntactic and phonological knowledge • Spell check • Use knowledge of alphabetical order • Correct own spelling The words selected within the Year 3 program consist of dipthongs (ace, ice, age, air, oor, mb, ear), spelling rules (bossy ‘e’, double letters, ‘ve’ word endings, ‘c’ says ‘s’, ‘g’ says ‘j’, ‘dge’ keeps the vowel short, two syllable words ending in ‘ic’, double consonant + ‘le’ keeps the vowel short, ‘i’ before ‘e’ except after ‘c’, adding ‘ing’) compound words, prefixes (re, dis, mis) and suffixes (ful, ness, er) The words selected within the Year 4 program consist of dipthongs (ould, ight, ough, ought, aught), compound words, spelling rules (ch, sh, x, zz –es plural, f ending-change to ves, drop y to add ies/ied, keep y to add ing, double ll to add ed/ing, c ending-add k for ing), homophones, homonyms, contractions, prefixes and suffixes
Class Vocabulary / Theme Words These words should be added by the classroom teacher and support the current English content being taught within the context of the classroom, for example, high frequency words from a text or concept being studied. Commonly misspelt words could also be included here. Emphasis should be given to those words that students will be required to read and write accurately in context. These words may also provide a means by which students can be extended within the structure of the Spelling Program.
Sharon Tooney
SIGHT WORDS/SPELLING – YEAR THREE Term One Week 1 2
3
4
5
6
7
8
9
10
Sharon Tooney
Sight Words Spelling Words No formal spelling
Vocabulary/Theme Words
trace high pace every race near face add food dice between rice own mice below twice rage country stage plant cage last page school stair father pair keep fair tree hair never door start floor city poor earth moor eyes light dear thought near head fear under clear story lamb bomb saw climb left don’t comb high few sigh while nigh along thigh might Revision and Assessment
____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
Term Two Week 1
2
3
4
5
6
7
8
9
10
Sharon Tooney
Sight Words Spelling Words close stage whale something seem space next craze close hard joke open tube example pipe begin missed life hissing always bubble those rubber both ladder paper puddle together letter got bottle group often happy run puppy important collect until lolly summer children hammer side puzzle feet dazzle car have night gave walk love white five sea began city grow circle took cent river cycle four giant carry gent state gym once giraffe Revision and Assessment
Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ___________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
Term Three Week 1
2
3
4
5
6
7
8
9
10
Sharon Tooney
Sight Words Spelling Words book edge badge hear stop lodge without fridge catch second fetch late itch miss hutch idea picnic enough panic eat topic face basic watch cattle far bottle real cuddle almost little let above piece girl thief sometimes receive mountains ceiling burning cut counting young starting talk throwing soon closing list making song naming being saving leave family batting it’s sitting body nagging music hugging colour football stand spaceship sun houseboat questions seatbelt Revision and Assessment
Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
Term Four Week
Sight Words fish area mark dog horse birds problem
Spelling Words refuse replay return refresh dislike disable disown distrust
3
complete room knew
mistake mislead misuse misplace
4
since ever piece
careful harmful playful painful
5
told usually didn’t
darkness fairness kindness lateness
6
friends easy heard
lighter teacher worker slower
7
Revision and Consolidation
8
Revision and Consolidation
9
Assessment
10
No formal spelling
1
2
Sharon Tooney
Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
SIGHT WORDS/SPELLING – YEAR FOUR Term One Week
Sight Words No formal spelling
Spelling Words
Vocabulary/Theme Words
2
order red door sure
____________ ____________ ____________ ____________ ____________
3
become top ship across
4
today during short better
5
best however low hours
6
black products happened whole
7
measure remember early waves
8
reached listen wind rock
9
space covered fast several
could should mould boulder shoulder mouldy might slight bright tighter fright flight though tough rough cough tougher roughly bought sought thought brought thoughtful laugh lookout backyard desktop railroad bedroom blindfold churches brushes splashes lunches bunches crunches buzzes fizzes foxes boxes misses buses leaves shelves knives grieves briefs*
10
Revision and Assessment
1
Sharon Tooney
____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
Term Two Week 1
Sight Words hold himself toward five
2
step morning passed vowel
3
true hundred against pattern
4
numeral table north slowly
5
money map farm pulled
6
draw voice seen cold
7
cried plan notice south
8
sing war ground fall
9
king town I’ll unit
10
Sharon Tooney
Spelling Words nonstop nonsense non-stick non-drip non-smoker non-starter antibody antifreeze anticlockwise antivirus antidote antisocial careless powerless timeless homeless hopeless fearless aloud allowed ate eight break brake great grate knight night prince prints there their they’re rode rowed road broke notice brand bright badger litter stump counter vault change cycle
ditch fence graze jumper present temple Revision and Assessment
Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
Term Three Week 1
2
3
4
5
6
7
8
9
10
Sharon Tooney
Sight Words figure certain field travel
Spelling Words shouldn’t wouldn’t didn’t don’t won’t wasn’t wood we’ve fire you’ve upon who’ve done should’ve would’ve could’ve English I’ll you’ll road half we’ll ten they’ll she’ll I’m fly you’re gave we’re box here’s finally where’s he’d they’d wait cities correct ladies oh babies quickly bakeries carries studies person married became applied shown denied minutes copied supplied worried strong flying verb copying stars hurrying frying front trying crying feel patrolled fact cancelled street marvelled decided quarrelled labelled excelled contain labelling course totalling surface signalling produce rebelling controlling travelling Revision and Assessment
Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
Term Four Week
7
Spelling Words picnic picnicking panic panicking mimic mimicking nothing exceed rest excel carefully except scientists excellent excite exclaim inside accept wheels accident stay access success accent accelerate eccentric furious green anxious known obvious island glorious previous serious mysterious week essential less initial machine partial social official burial trivial actually base equally ago normally stood finally naturally mentally originally Revision and Consolidation
8
Revision and Consolidation
9
Assessment
10
No formal spelling
1
2
3
4
5
6
Sharon Tooney
Sight Words building ocean class note
Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
____________ ____________ ____________ ____________ ____________
____________ ____________ ____________ ____________ ____________
____________ ____________ ____________ ____________ ____________
OBJECTIVE A
STAGE 3
SPELLING OUTCOME A student:
› draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts EN3-4A
CONTENT Students: Develop and apply contextual knowledge • understand how accurate spelling supports the reader to read fluently and interpret written text with clarity Understand and apply knowledge of language forms and features • 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 (ACELA1513, ACELA1514, ACELA1526) • understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500) Respond to and compose texts • recognise most misspelt words in their own writing and use a variety of resources for correction • integrate a range of spelling strategies and conventions to accurately spell most words, including words of many syllables, when composing imaginative and other texts • use morphemic, visual, syntactic, semantic and phonological strategies, eg recognition of letter patterns of words, when composing texts • demonstrate an awareness of the limitations of spell check features in digital communication
ESL scales links to the English syllabus The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 6/7. An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing strand from Beginning level 1 to level 6/7. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL students' current level of English on the ESL scales then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes. For EAL students to achieve this English syllabus outcome the teaching focus and pathway of learning will be within the Language structures and features and Strategies ESL scales strand organisers. See ESL scales outcomes B1.8, B2.8, B3.8, 1.12, 2.12, 3.12, 4.12, 5.12, 6.12, 7.12. (English K–10 Syllabus 105-106)
Sharon Tooney
Spelling Program Words within the program consist of three specific content areas: • High frequency sight words • Core spelling words • Class vocabulary / theme words High Frequency Words High frequency sight words included in the Year 5 program are derived from the Fry Words – List 3 - 4 of The Fifth Hundred and The Sixth Hundred High frequency sight words included in the Year 6 program are derived from the Fry Words – The Seventh Hundred and List 1 - 3 of The Eighth Hundred. This list can be sourced free of charge for classroom use from www.k12reader.com Core Spelling Words Stage 3 outcomes require that students at this level know: • Banks of known words • Word origins • Base Words • Suffixes • Prefixes • Morphemes • Spelling patterns • Generalisations and that they are able to: • Recognise most misspelt words • Integrate range of strategies and conventions • Use morphemic, visual, syntactic and phonological strategies • Awareness of spell checker limitations The words selected within the Year 5/6 program consist of initial sounds (ph says f, gh & gu say g, ch says k, g says j, kn & gn say n, sc says s), syllabification (3 and 4 syllable), common homophone confusions, root words (port, aqua-, man-, min-, mari-, liber-, multi, agree, comfort, for, auto, tele, trans, circ-, micro) 20 most misspelt words, Australian vs American spelling (limitations of spell checker), word origins (Greek, Latin, French, Aboriginal), portmanteau words (blend of two words to create a new word), eponyms (words that originate from the names of people), proprietary words (trademark or trade name that is used generically), neologisms (newly invented words)
Class Vocabulary / Theme Words These words should be added by the classroom teacher and support the current English content being taught within the context of the classroom, for example, high frequency words from a text or concept being studied. Commonly misspelt words could also be included here. Emphasis should be given to those words that students will be required to read and write accurately in context. These words may also provide a means by which students can be extended within the structure of the Spelling Program.
Sharon Tooney
SIGHT WORDS/SPELLING – YEAR FIVE Term One Week 1
Sight Words Spelling Words No formal spelling
2
plane system behind ran round
3
boat game force brought understand
4
warm common bring explain dry
5
though language shape deep thousands
6
yes clear equation yet government
Sharon Tooney
photo photocopy paragraph autograph headphones earphones telephone sphere physical alphabet ghost ghastly ghetto guard guess guide guilt vogue league vague chrome scheme anchor echo stomach chaos chemist chronic schedule technique gently gesture giant danger en gage legend stranger suggest fragile logic knack knead kneel knight knock gnat gnawed
Vocabulary/Theme Words
____________ ____________ ____________ ____________ ____________
____________ ____________ ____________ ____________ ____________
____________ ____________ ____________ ____________ ____________
____________ ____________ ____________ ____________ ____________
____________ ____________ ____________ ____________ ____________
7
8
9
10
Sharon Tooney
gnome reigning signage filled scene heat scent full science hot scissors check abscess a scend a scent crescent de scend de scent for - get - ful object de - part - ment am va - ni - shing rule ca - mer - a among fi - ni – shing noun o - ver – board gra - vi – ty ham - bur - ger gar - de - ner mul - ti - ply re - por - ter power e - le - phant cannot en - ve - lope able cu - sto - mer six fe - ver - ish size ho - li - day af - ter - noon fan - ta - stic un - der - stand re - comm - end Revision and Assessment
____________ ____________ ____________ ____________ ____________
____________ ____________ ____________ ____________ ____________
____________ ____________ ____________ ____________ ____________
Term Two Week 1
Sight Words dark ball material special heavy
2
fine pair circle include built
3
can’t matter square syllables perhaps
4
bill felt suddenly test direction
5
general farmers ready anything divided
Sharon Tooney
Spelling Words im - poss - i - ble e - le - va - tor con - ver - ti - ble wa - ter - me - lon cal - cu - la - tor har - mo - ni - ca o - per - a - tion di - sco - ver - y in - vi - ta - tion kin - der- gar - ten caterpillar mathematics multiplication capacity ordinary experiment participate responsible horizontal advertisement advise advice choose chose quiet quite cloth clothe sites sights transport portable aquarium aquatic aquaplane Aquarius manufacture manual manuscript manipulate minimum minute minus minor maritime marine submarine mariner liberty liberate
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6
7
8
9
10
Sharon Tooney
liberal liberation multiply multitude multiple multiplication agreed agreement agreeable separate return definitely believe manoeuvre dance embarrass members occurrence picked consensus unnecessary acceptable broccoli referred centre simple metre cells kilometre paint litre mind lustre love spectre theatre calibre fibre sombre cause colour rain neighbour exercise labour eggs licence train defence organise maximise cancelled ageing foetus Revision and Assessment
centre energy subject moon region
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Term Three Week 1
Sight Words blue wish drop developed window
2
difference distance heart site sum
3
summer wall forest probably sum
4
sum sat main winter wide written
5
length reason kept interest arms
Sharon Tooney
Spelling Words lethargy android chronic biopsy irony enthusiasm synopsis orthodox character asterisk stoic eulogy cosmetic Spartan homonym cryptic academy antibiotic trauma semantics accommodate adjacent affinity aggregate aquatic benefactor benevolent candidate canine carnivore cognition confidence conjecture corporal credentials credible curriculum dejected discipline electoral peloton barrage chagrin manicure mystique boutique dressage croquet gorgeous mirage
Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________
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6
brother race present beautiful store
7
job edge past sign record
8
finished discovered wild happy beside
9
gone sky grass million west
beige diplomat motif suave ambulance rehearse prairie diorama expertise matinee bangalow barramundi bilby billabong boomerang brolga brumby bunyip cooee currawong jackaroo jarrah kookaburra koori mulga nulla-nulla pademelon pyalla quandong quoll avionics (aviation + electronics)
bionic (biology + electronic) biopic (biographical + picture)
blog (web + log) brunch (breakfast + lunch) camcorder (camera + recorder)
chortle (chuckle + snort) Cineplex (cinema + complex)
infomercial (information + commercial)
intercom (internal + communication)
10
Sharon Tooney
Revision and Assessment
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Term Four Week 1
Sight Words lay weather root instruments meet
Spelling Words liger (lion + tiger) malware (malicious + software)
Medifraud (medical + fraud)
modem
Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________
(modulator + demodulator)
motel (motor + hotel) motorcade (motor + cavalcade)
multiplex (multiple + complex)
Muppet (marionette + puppet)
paratrooper (parachute + trooper)
2
third months paragraph raised represent
3
soft whether clothes flowers shall
4
teacher held describe drive cross
pixel (picture + element) August biro cereal decibel epicure fauna galvanise hertz Jacuzzi knickers leotard maverick nicotine ottoman pavlova quisling Rambo sandwich titanic vandal aspirin sellotape cellophane celluloid escalator kerosene tabloid zipper band-aid
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fiberglass 5
Sharon Tooney
speak solve appear metal son
taser thermos teflon skivvies rollerblade
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dumpster Frisbee hoover powerpoint ping-pong Research ‘neologism’ words and select 10 that suit the context of your class setting.
6
either ice sleep village factors
7
Revision and Consolidation
8
Revision and Consolidation
9
Assessment
10
No formal spelling
Sharon Tooney
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SIGHT WORDS/SPELLING – YEAR SIX Term One Week 1
Sight Words Spelling Words No formal spelling
2
result jumped snow ride care
3
floor hill pushed baby buy
4
century outside everything tall already
5
instead phrase soil bed copy
6
free hope spring case laughed
Sharon Tooney
photograph photosynthesis biography geography microphone phonics spherical atmosphere emphasis triumph ghostly spaghetti disguise guilty guarantee guardian fatigue intrigue dialogue rogue chaotic character chemical chemistry chronicle technical mechanic orchestra anarchy psychic oblige tragic generous genuine dangerous tragedy passenger teenager emergency originate knee cap knocker knowledge knuckle knowingly assigned designing
Vocabulary/Theme Words
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7
8
9
10
Sharon Tooney
foreigner resigning assignment nation a scending quite de scending type muscle themselves obscene temperature scenery scientist disciple discipline fascinate adolescent happ - en - ing bright le - mo - nade lead bal - co - ny everyone e - ner - gy method app - e - tite section va - len - tine en - ter - tain li - ber - ty lott - er - y pro - per - ty ten - den - cy lake an - ce - stor iron di - sa - ster within re - gi - ster dictionary me - di - cine hair sen - si - tive ve - ni - son mu - si - cal hi - ber - nate me - di - um Revision and Assessment
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Term Two Week 1
Sight Words age amount scale although per
2
broken moment tiny possible gold
3
milk quiet natural lot stone
4
act build middle speed count
5
consonant someone sail rolled bear
6
wonder smiled
Sharon Tooney
Spelling Words in - for - ma - tion fer - ti - li - zer he - li - cop - ter e - lec - tri – cian e - mer - gen - cy de - li - ver - y ac - ce - ler - ate ce - le - bra - tion ce - me - ter – y in - vi - si - ble reproduction precipitation particular politician minority corporation representative absolutely punctuation interference affect effect conscience conscious source sauce allowed aloud course coarse bureaucracy supersede questionnaire connoisseur a lot entrepreneur particularly liquify conscience parallel comfort comforter comfortable forgive forgiveness forgivable autograph autobiography automobile automatic telephone telegraph
Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________
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angle fraction killed
telescope television telephoto transfer transparent transplant transmit transportable circumference circulate circular circumstance circumnavigate microscope microscopic microchip microfilm microphone analyse specialise civilise judgement lodgement acknowledgement paediatrician anaesthetic rumour honour meagre offence pretence realise recognise colonisation catalyse paralyse catalogue analogue
7
melody bottom trip hole poor
8
let’s fight surprise died beat
9
exactly remain dress cat couldn’t
10
Revision and Assessment
Sharon Tooney
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Term Three Week 1
Sight Words fingers row least catch climbed
2
wrote shouted continued itself else
3
plains gas burning design joined
4
foot law ears glass you’re
5
grew skin valley cents key
Sharon Tooney
Spelling Words aristocracy patriarch hierarchy eclectic melancholy chronology cynical hypothesis pentathlon etymology hydraulic hygiene thesaurus phenomenon protagonist acronym paradox sarcasm nemesis apostrophe alleviate alliteration ambiguity ambivalent amicable animosity belligerent colloquial condolences consensus contiguous efficacy exacerbate exuberant fastidious femininity fidelity formidable gregarious imperative altruism bureaucracy neologism entourage fuselage amenable plateau physique nougat regime
Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________
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6
president brown trouble cool cloud
7
lost sent symbols wear bad
8
save experiment engine alone drawing
9
east choose single touch information
egalitarian quiche fatigue morgue flamboyant souvenir impasse finesse rapport surveillance bombora corroboree didgeridoo wallaroo witchetty (grub) wobbegong woomera wurley yakka yarrah youi Yamidgee warrigal taipan mopoke myall goondie galah bogong (moth) budgeree breathalyser (breath + analyser)
cellophane (cellulose + diaphane)
chillaxing (chilling + relaxing)
infotainment (information + entertainment)
internet (international + network)
prissy (prim + sissy) pulsar (pulsating + star) email (electronic + mail) emoticon (emotion + icon) fantabulous (fantastic + fabulous)
10
Sharon Tooney
Revision and Assessment
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Term Four Week 1
Sight Words express mouth yard equal decimal
Spelling Words flounder (flounce +blunder)
fortnight (fourteen + nights)
freeware (free + software) glitz (glamour + ritz) hazmat
Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________
(hazardous + material)
seascape (sea + landscape) simulcast (simultaneous + broadcast)
sitcom (situation + comedy) smog (smoke + fog) telethon (telephone + marathon)
2
yourself control practice report straight
3
rise statement stick party seeds
4
suppose woman coast bank period
5
wire pay clean visit bit
Sharon Tooney
ammonia boycott camellia diesel excelsior furphy guillotine hooligan juggernaut klondike luddite macadamia nemesis odyssey pasteurise Quixotic ritzy salmonella Tasmania volcano Xerox walkman vaseline velcro windbreaker teletype teleprompter Styrofoam sheetrock scrabble popsicle polaroid plexiglass laundromat microchip Jacuzzi hi-lighter
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6
onesies Tupperware crockpot Research ‘neologism’ words and select 10 that suit the context of your class setting
7
whose received garden please strange Revision and Consolidation
8
Revision and Consolidation
9
Assessment
10
No formal spelling
Sharon Tooney
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