Spelling - Coolabunia State School

Transcription

COOLABUNIA
STATE SCHOOL
SPELLING PROGRAM
Teaching and learning spelling through Word Study
OUR PHILOSOPHY:
On their way to becoming independent and proficient spellers, students must travel
through 5 spelling stages. Included the initial stages is the development of metalinguistic,
phonological and phonemic awareness.
We teach spelling through a problem solving approach which engages the learner in
thinking about words.
We engage students from Prep – 7 in higher-order thinking skills by:
 Comparing & contrasting words using the four knowledges :
phonological, visual, morphemic & etymological
 Organising words and word parts
 Categorising words and phonemes
 Justifying and reasoning how each word came to be
Spelling is integral for reading and writing.
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What is spelling?
Spelling is the organised use of graphics to represent the spoken word in
written form.
Spelling requires the skills of segmenting and blending.
Correct spelling is important because of the connection between spelling and
meaning. Spelling is therefore integral to reading and writing.
Contexts in which we write affect the way we spell. Correct spelling is a
product of word study, not of creative writing.
For most written communication, a high standard of spelling is important.
Proficient spelling involves applying strategies and knowledge rather than
rote learning.
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TABLE OF CONTENTS
What are the 5 spelling Stages?
Page 3
What should be taught in an effective Spelling program?
Page 5
What sources inform our spelling program?
Page 6
How do we teach spelling?
Page 7
Differentiation
Page 10
What, When and How of Assessment
Page 11
Program Overview
Page 12
Documents
1.
Words their way Spelling Indicators
Page 13
2.
Spelling Descriptors from the Australian Curriculum
Page 15
3.
Coolabunia Scope and contents by year
Page 17
4.
C2C P-6 Spelling Yearly Overview
Page 26
5.
C2C 7-10 Spelling Overview
Page 35
6.
C2C Weekly Spelling Lists 1-6
Page 37
Appendices
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I.
Coolabunia Phonics Checklist
II.
29 Spelling Strategies
III.
Common Words desk mat
IV.
Metalinguistic and Graphaphonic Awareness
WHAT ARE THE 5 SPELLING STAGES?
At Coolabunia we believe that, on their way to becoming independent and proficient spellers, students
must travel through 5 spelling stages. At Coolabunia we are using Henderson’s refined descriptions of
the spelling stages cited in ‘Words Their Way’ 4th Edition , pg 10.
These stages are:
1. Emergent
2. Letter Name-Alphabetic
3. Within Word Pattern
4. Syllables and Affixes
5. Derivational Relations
Learning to spell is a developmental process whereby students move through five distinct phases to
become independent spellers. The rate at which they progress through the stages differs for every
child, acknowledging that each is a unique individual, accompanied by varied life experiences.
1. Emergent Stage
This stage is from Prep to Year 1.This stage sees students
 attempting writing and who are not yet reading.
 Students write random strings of letters and letter like symbols. Even though this
writing looks like ‘real’ writing there is no correlation between the letters and the
letter sounds.
 students acquire the alphabetic principle and start to match letter to sounds with
spoken and written words. As students start to track words in texts their alphabetic
knowledge improves and this can be reflected in their writing.
Within the Emergent Stage metalinguistic, and phonological awareness is developed. Students
must have these before they can begin to spell, read or write. See Appendix I
See ‘Words Their Way’ 4th Ed pg 10
2.Letter Name-Alphabetic Stage
This stage can occur from Prep to Year 2. It is divided into early, middle, late.
 This stage cannot begin until a student has a grasp of the emergent stage, a good
concept of words and are formally taught to read.
 Beginning- Students rely on the letter names to spell words and will approach each
word one letter at a time.
o Start writing initial sounds in words followed by final sounds in words.
o Students may not leave spaces between words at this stage and thus their
words look like a string of letters even though they have recognised some
letters in the words. This is called semi phonetic writing.
 Middle- Students can segment and represent most sound sequences heard in singlesyllable words.
o Consistent use of vowels
o Confuse short vowel sounds
o Silent letters are not represented
o Learn to segment both sounds in consonant blends
 Late- Students have full phonemic segmentation
o Consistent representation of most short vowels, digraphs and consonant blends
o Use but confuse silent long-vowel markers eg rain/rane
o Omit n and m in final consonant blends as in send, lump.
Within the Letter Name- Alphabetic Stage phonemic and graphophonic awareness is developed.
See Appendix I Students are ready to spell at this stage.
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3.Within Word Pattern Stage
This stage can occur from Year 1 to mid Year 4. Students are now able to chunk parts of words.
 Student processing of words becomes more automated and this then increases their
fluency in reading.
 Students are no longer reading word for word but phrase by phrase.
 Students have a more advance knowledge of words and this can be reflected in their
writing. Students’ writing becomes more fluent and they start to consider the audience
more.
 Students are now looking for the within word patterns found in words and no longer rely on
letter names.
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Students master the patterns in words throughout this stage which are vowel-consonant-e,
r-controlled vowel patterns, common long vowels, complex consonant patterns, and abstract
vowels.
 Students now see the importance of letter position and sequence matters.
 Students in this stage also need opportunities to explore meaning connections. Two ways to
do that is to introduce homophones, and actions that have already occurred end with ed.
Students generally move into this stage in grade 2 but for some students this may not occur until later.
4.Syllables and Affixes Stage
Students can be in this stage from Year 3 to Year 8. Students in this stage are now more
proficient readers and efficient writers as they explore new genres and the purposes of texts.
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Students can now use most vowel patterns in single syllable words correctly
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polysyllabic words are now the instructional focus.
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Students now learn doubling and e-drop with ed and ing endings, other doubling at the
syllable juncture, long vowel patterns in the stressed syllable, r-controlled vowels in the
stressed syllable, vowel patterns in the unstressed syllable, and suffixes and prefixes.
5.Derivational Relations Stage
This stage can begin in Year 5 and continue through to Year 12. This stage now focuses on the
Greek and Latin origin of words.
 Teaching needs to occur first with Greek roots as these occur more frequently in students
writing and are more stable. The root words are known as morphemes.
 Through this stage students will learn silent and sounded consonants, consonant
changes/alterations, vowel changes/alterations, Latin derived suffixes, assimilated
prefixes,
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WHAT SHOULD BE TAUGHT IN AN EFFECTIVE SPELLING PROGRAM?
We teach students to spell using The Four Orthographic Knowledges.
These include:
 Phonological knowledge
Scope & Contents Spelling: Phonological knowledge
 Visual knowledge
Scope & Contents Spelling: Phonological knowledge
 Morphemic knowledge
Scope & Contents Spelling: Word Function/Meaning
 Etymological knowledge
Scope & Contents Spelling: Word history knowledge
An effective spelling program must ensure that the four knowledges of our orthographic spelling
system are duly attended to within a sequential and explicit approach.
Phonological knowledge focuses on how sounds correspond to letters and involves teaching students
the names of letters, the sounds they represent and the ways in which letters can be grouped to make
different sounds e.g. vowels, consonants, consonant blends, word families like out, atch, ick; the
concept of onset and rime, e.g. in the word pink, p is onset and ink is rime; and about how to segment
and blend the sounds in words into ‘chunks’ of sound (phonemic awareness).
Teachers need to teach:
letter names and the sounds that they represent
the sounds of English
the way that different sounds may be represented
the probability of letter order in common letter strings
how to segment the sounds in words into chunks of sound
where particular letter clusters occur in words, e.g. – ed, un-, -ation, ai/ay
to distinguish between words where the same sound has different letter patterns, e.g. meet, meat.
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Visual knowledge focuses on how words look and includes teaching students to recall and compare the
appearance of words, particularly those which they have seen or learnt before or those which are
commonly used; to recognise what letters look like and how to write them; and to recognise that
letters can be grouped in particular ways, e.g. endings that frequently occur in words.
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Suffixes can be added to the endings of words to show how they can function as nouns, verbs, plurals
and adjectives.
Morphemic knowledge focuses on the meaning of words and how they change when they take on
different grammatical forms. It includes teaching students how to use morphemes to assist them to
spell words; how compound words are constructed; knowledge of affixes and the generalisations/rules
that can be generated about adding suffixes and prefixes to words.
spelling preserves the meaning linkages across words, e.g. sign, signal, signature.
words related in meaning are often related in spelling despite changes in sound
how compound words are constructed
that there are common prefixes and suffixes with generalised rules for adding them to words
how prefixes and suffixes function
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Etymological knowledge focuses on the origins and meaning of non-phonetic words and includes
teaching students about the roots of words and word meanings, origins and history; and that often
particular clusters of letters that appear in words not only look the same but also are related in
meaning, often because of their root, e.g. aquatic, aquatint, aquarium.
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teach common Greek and Latin roots (at appropriate year levels)
draw students awareness to the origins of words and how this affects spelling
In the formative years of schooling, greater emphasis and focus should be placed on exploring
the visual and phonological aspects of spelling with the study of morphemic and etymological
features being gradually phased in as students’ progress through the recognisable developmental
phases of spelling.
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WHAT SOURCES INFORM OUR SPELLING PROGRAM?
At Coolabunia teachers will use the pedagogy of “Words Their Way” to teach spelling as well as the C2C Spelling
Units overview which presents a sequence of spelling development. The sequence of spelling development aligns
with content descriptors from the Australian Curriculum: English- Prep to Year 10. Preps use a range of sources,
including Jolly Phonics (primary resource for teaching strategies and teacher language) and Letterland to draw
upon effective strategies.
Using Words Their Way provides a manner for teachers to differentiate spelling for students in order to
work towards meeting the expected end of year level achievement standards for spelling.
Core School Practices
It is important that the teaching of spelling is consistent across the school. To achieve this, common
practices, language, systems and resources must be in place.
 In the Prep – 1 – 2 classes, Jolly Phonics strategies and teacher language form the basis of the
pedagogical approach to teaching sounds, spelling patterns and rules. Other resources like
Letterland are also used to support.
 In Years 1 - 7 classed, Words their Way and C2C spelling units provide the basis of the
pedagogical approach
 Teachers in higher year levels need to have an understanding of the pedagogy and systems
around the teaching of sounds and spelling patterns in order to support students with
continuing needs.
Texts and resources to inform Coolabunia State School spelling program include:
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Curriculum into the classroom (C2C) — Spelling P–10
https://learningplace.eq.edu.au/cx/resources/file/64032b89-6bac-f41d-998390b6dfb51b73/1/index.html
C2C P-6 spelling overview 2012
C2C 7 – 10 spelling overview 2012
South East Brisbane ‘The Teaching of Spelling’
Words Their Way
Words Their Way – Spelling Stage Support Booklets
Improving Spelling Outcomes CD
Jolly Phonics
Other phonological resources
ELF and PAL Program
HOW DO WE TEACH SPELLING?
Spelling at Coolabunia State School occurs as part of our literacy programmes.
As part of the reading writing process, teachers should provide a focus time for spelling
instruction to meet individual needs. This can be done through administrating the Words
Their Way spelling inventory to assess the spelling stages of students. Students then
commence word study matched to their differentiated level of spelling with the use of
‘Words Their Way’ word pattern sorts and activities ,C2C unit spelling words and any other.
Preps use the Jolly Phonics programme 42 sounds.
Writing provides the purpose for the learning of spelling. It provides the opportunity
to transfer understanding learnt in word study sessions
 Reading sessions- reading to the children, shared reading, modelled reading, guided
reading, independent reading and home reading allows for the development of
vocabulary and for the students to visually see words repeated in differing contexts.
There are many strategies or activities used to teach spelling. We use these activities and
strategies to teach students the 4 knowledges. The effective teaching of the 4 knowledges
will ensure students move through the spelling stages.
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To teach spelling effectively, a wide range of strategies, supported by activities, ensure that
students attend to all knowledges and move through the spelling stages.
Section 3 of “The Teaching of Spelling” provides teachers with an enormous amount of
resources which can be used to develop an effective spelling program.
Strategies to support the four spelling knowledges can be found
https://learningplace.eq.edu.au/cx/resources/file/70a9b4b8-f164-8861-1d6c0a774a7d0128/1/Eng_SLR_StrategiesFourSpellingKnowledges.pdf
In the formative years of schooling, greater emphasis and focus is placed on exploring
the visual and phonological aspects of spelling. The foundations for the formal teaching
of spelling are laid down in Prep years. This includes metalinguistic, phonological and
phonemic awareness.
The skills of segmenting and blending of syllables and sounds in words begin in prep and
are used and explicitly reinforced throughout all years for spelling.
A weekly teaching sequence could include these activities at an appropriate level.
 Assessment – Pre and Post tests
 Phonics lessons
 Look, Say, Cover, Write and Check
 Spelling for homework
 Word building, adding endings etc
 Word patterns, syllables and rhymes
 Word origins
 Dictionary work
WORD STUDY
The purpose of Word Study is:
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To develop a general knowledge of English Spelling.
Teaches students to examine words to discover generalisations about English spelling;
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Students learn concepts about the nature of our spelling system -regularities,
patterns and conventions of English orthography that can be built on throughout their
lives.
To increase specific knowledge of words.
The spelling and meaning of individual words.
To assist students to be fully literate.
Sound knowledge of the spelling system supports decoding of unfamiliar vocabulary
and assists in identifying possible meaning of words.
Enables students to examine words to reveal consistencies within our written language
system to help students to master the recognition, spelling and meaning of specific
words.
Sound Sorts
Where students pay attention to the phonemes contained in a word. They may be aural or
printed.
Picture Sorts
Used to develop phonological
awareness.
Ability to identify and
categorise speech sounds –
includes rhymes and
alliteration.
Used to teach phonics and the
consistent relationship between
letters and sounds.
At different points in the
development students sort
pictures into:
-consonant blends/digraphs
-rhyming families
-vowel sounds
Word Sorts
Draws students’ attention to
sound. It is the first aspect
of a word a speller has for a
reference.
Blind Sorts
Aural Sort
Students are given a key word
or a picture to match to.
Beginning activity for spellers
to identify eg long ‘a’ must
hear and identify before they
can consider which of several
spelling patterns may be used.
Call word aloud without
showing.
Important foundation for
pattern sorts.
Writing Sort
When the printed word is
revealed the response is
checked immediately.
Write the word correctly
before seeing the printed
form.
Students rely on sounds only,
as well as memory of patterns.
Blind sorts are an established
weekly routine.
Pattern Sort
Uses printed form to sort by visual patterns formed by groups of letters or letter sequences:
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Word families (phonetic stage) - rime
Vowel patterns (early transitional stage) – ai, a-e, ay
Patterns of consonants and vowels at the syllable juncture (late transitional stage) –
button ribbon/window basket
Patterns across derivationally related words (independent stage) – divine, divinity
Pattern sorts often follow a sound sort – cart/care – words under ‘care’ subdivided
into 2 pattern groups – words spelt with ‘air’ and ‘are’.
Students taught to listen to the sound first then consider alternative ways to spell
that sound.
Having sorted in this way, students will also find a small number of words that do not
fit more common patterns.
Word sorts useful for students with functional sight vocab keywords containing the
pattern are used to label each category for students to start matching the pattern.
Recurring patterns are often represented with abbreviated codes. cvc – recurring
vowel. cvvc – recurring long vowel.
Meaning Sort: Meaning sorts are related to concept sort, spelling sort and root stems and
affix sorts.
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Concept Sort
Earliest sorts are picture sorts by
concept.
Used to link ‘vocab’ instruction to
conceptual understanding.
Suitable for all ages and stages
and regularly used in content areas
eg – sorting maths, science, SOSE
words into conceptual categories.
Building background knowledge
words that go together
categorising into groups –
discussion for their reasons for
sorting can be revealing can be
revisited throughout the unit.
Categorizing terms and new vocab.
Used as organizers – anticipating
new vocab in reading for writing –
grammar.
Homograph/Homograph
Sort
Identifying different
spelling patterns in
homophones – sound same,
spelt differently.
Homograph – spelt the
same, pronounced
differently depending on
their part of speech. We
record our sorts so we will
have an ongoing record of
them.
Root Stems/Affix Sorts
Words related in meanings
often share similar spellings.
Spelling meaning connection of
derivationally related words
provides meaning sorts which
build on Greek and Latin
Roots.
Sorting homographs into
grammatical categories by
part of speech enriches
vocab while paying attention
to syllable stress.
Modelled Spelling
The teacher explains and demonstrates to the students how to use phonological, visual,
morphemic or etymological knowledge to increase their knowledge and move them through the
spelling stages.
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Teacher uses Word Sorts and Activities Cards to achieve this.
Teachers would be leading the whole class spelling lesson.
Guided Spelling
After the modelled spelling lesson students are given an opportunity to apply their knowledge.
The teacher works with one student or a small group of students who have been grouped
according to common spelling needs to explicitly teach spelling knowledge and strategies that
have been carefully matched and sequenced to meeting the group’s specific needs.
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Teacher Aides may be used to work with groups of students.
Individual students or a group of students could also work independently on spelling
activities.
Activities would be derived from Word Sorts and Activity Cards.
Independent Spelling
The students use skills and display understandings learnt during modelled and guided spelling.
This understanding should be reflected within their written class work.
Use Look-Say-Cover-Write-Check strategy
Look ……….Children look at the word taking note of the shape and letters. They identify the
most difficult part of the word i.e. was – a not o. Search for letter patterns
taking note of the vowels.
Say …………They say the word, stretch the word and hear the sounds.
Cover ……..Children cover the word.
Write …….They attempt to write the word unseen.
Check …….Then they check each letter & make corrections as necessary.
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DIFFERENTIATION
Using Words Their Way provides a manner for teachers to differentiate spelling for students in
order to work towards meeting the expected end of year level achievement standards for spelling.
Intervention
Identifying and catering for learning difficulties is a vital component of the teaching of
spelling.
At Coolabunia, if a student is not progressing, particularly once in the Within Word Pattern
or Syllables and Affixes stages, ELF and PAL programs are used to support the learning of
vowel patterns and other identified needs.
Students for whom English is not the home language (ESL)
English as a Second Language (ESL) learners will benefit most from spelling activities if they
are set within the context of a learning task. If spelling is confined to spelling lists which
exemplify rules, the student may develop spelling ability but may not be able to pronounce, or
comprehend the words they’ve learned. Spelling activities can be done in conjunction with
dictionary instruction to support students in finding word meanings and with other activities,
such as clozes, to support development of comprehension.
Students should have lots of opportunities to learn how ‘is’ is used in English spoken and
written grammar structures before being expected to learn. Sight words belonging to word
classes: prepositions (in, up, of, for), pronouns (she, him, he), auxiliary verbs (are, is, has, had,
have), 5W+H (who, what, where, when, why, how) cause difficulties due to limited use in home
language and therefore hold little meaning. This meaning needs to be gradually developed in
grammar during speaking, reading and writing activities.
The P–12 Curriculum Framework website at
www.education.qld.gov.au/curriculum/framework/p-12/ contains
Guidelines for ESL Learners which have been developed by Education Queensland.
For more detailed strategies refer to:
 Berry, R. & Hudson, J. Making the Jump, Catholic Education Commission of Western
Australia. Chapter 6.4 for strategies to develop ‘sounds’. This is important for spelling.
 First Steps Writing Map of Development under ‘Conventions’
 Scope and Sequence: Spelling, Queensland Studies Authority (www.qsa.qld.edu.au)
High Achievers
Differentiation must exist for high achievers. This can occur in the following ways: Words Their Way diagnostic assessment allows work to be presented at the required
ability level rather than year level.
 Modified lists that focus on wider ranging word meanings, usage, origins, words from
different cultures and subject areas.
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WHAT, WHEN AND HOW OF ASSESSMENT
The following section outlines the assessment requirements within our Whole School Spelling
Program.
The formal spelling assessment requirements, summative and diagnostic are outlined in our Whole
School Assessment Overview. The information obtained from this is threefold
1. To inform class planning and teaching
2. To inform whole school intervention needs
3. To establish a level of achievement for reporting purposes
The informal spelling assessment requirements, formative, are ongoing and serve to monitor
progress and provide continuous feedback for teaching and learning purposes.
Collection of Formal assessment data, summative and diagnostic will be as follows:
 Administration of Words Their Way Spelling Inventory
 Student spelling stage is recorded on the Individual Student Profile
 C2C assessments as they occur within units
 South Australian Spelling test for year 4 and up
Informal assessment data, formative, can include the following
 Weekly spelling tests
 Cloze activities
 Observation and analysis of the child’s transference of taught spelling features in
written activities.
 Dictation
 Observations of proof reading and editing ability in the child’s written text.
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SCOPE and SEQUENCE and PROGRAM OVERVIEW
The Coolabunia Spelling Program is aligned with the Words Their Way Spelling indicators (Document 1)
and the Spelling Descriptors from the Australian Curriculum (Document 2).
The Yearly Scope and Contents Document and the C2C P–6 and 7-10 spelling overviews (Documents 4 &
5) provide teachers with an overview of expected spelling concepts covered for each year level.
Alignment between the Words Their Way stages and year levels are illustrated. The content
descriptors and spelling concepts are aligned with C2C spelling version 3 which is aligned with
Australian Curriculum: English. V 1.2
Teachers will use the Scope and Contents document (Document 3) to inform their spelling program.
Whilst teachers will differentiate their students according to their spelling developmental stage,
students must also have been exposed to the spelling concepts outlined in C2C for that particular year
level.
This could be done during the teaching of C2C English units.
C2C WEEKLY Spelling Lists year 1-6 are included here (document 6) as is the Coolabunia common words
desk mat (Appendix III) .
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Document 1: Words Their Way Spelling indicators
WTW Spelling indicators
Early Letter Name
 Understands that print carries a message
 Uses letter-like symbols, that do not correspond to sounds, to represent written language
 Arranges symbols horizontally
 Understands some alphabetic principles
 Can often ‘read’ a message shortly after writing, but the message can change
Middle Letter Name Stage
 Understand that alphabet letters say sounds and that words are comprised of groups of
sounds
 Attend only to the most prominent sounds when writing words
 Represent a whole word with one, two or three letters, mainly consonants
 Use left to right and top to bottom orientation of print
 Often use letter name strategies such as ‘r’ for ‘are’ and ‘mi’ for ‘my’
 Developing an awareness of phonemic segmentation.
Late Letter Name Stage (L)
 Chooses letters on the basis of sound without regard for
 conventional spelling patterns e.g. kaj (cage)
 Sounds out and represents all substantial sounds in a word, e.g. ktn (kitten),
 Develops particular spellings for certain sounds often using self-formulated rules, e.g.,
becoz (because), woz (was)
 May confuse short vowel sounds
 May confuse ‘n’ or ‘m’ before a consonant
 May confuse past tense marker
 Is unaware of the use of silent letters in words
 Usually shows awareness of word segmentation and spatial orientation
 Begins to articulate the strategies used in problem solving the spelling of words
Early Within Word Pattern (E)
 Represent mostly correct spelling of common words
 Is developing an awareness of internal patterns of single syllable words.
Middle Within Word Pattern
 Developing a knowledge of single syllable words with
 complex consonant blends
 long vowel sounds
 r-controlled vowels
 diphthongs
Late Within Word Pattern
 Uses different sound letter combinations in multiple-syllable words
 Uses letters to represent all vowel and consonant sounds in a word, placing vowels in
every syllable e.g. holady (holiday)
 Beginning to use visual strategies, such as knowledge of common letter patterns and
critical features of words e.g. silent letters, double letters.
 As a result, some students may include all appropriate letters, but they may reverse some
letters
 Often represents words using every sound heard
 Beginning to use basic morphemic knowledge when spelling new words
 Differentiates alternate spellings for the same sound
 Discusses strategies for spelling difficult words
 Develop an awareness of even stress patterns matching sound to letter patterns
 Can use basic contractions
Late Within Word Pattern
 Uses different sound letter combinations in multiple-syllable words
 Uses letters to represent all vowel and consonant sounds in a word, placing vowels in
every syllable e.g. holady (holiday)
 Beginning to use visual strategies, such as knowledge of common letter patterns and
critical features of words e.g. silent letters, double letters.
 As a result, some students may include all appropriate letters, but they may reverse some
letters
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P
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Often represents words using every sound heard
Beginning to use basic morphemic knowledge when spelling new words
Differentiates alternate spellings for the same sound
Discusses strategies for spelling difficult words
Develop an awareness of even stress patterns matching sound to letter patterns
Can use basic contractions
Middle Syllable Juncture
 Recognise different types of syllable patterns
 Use their knowledge successfully to spell multi-syllabic words
 Students show the beginnings of understanding the link between spelling and meaning by
correctly spelling common homophones and difficult contractions.
Late Syllable Juncture Stage
 Is aware of, and can explain, the many patterns and rules that are characteristic of the
English spelling system
 Makes generalisations and is able to apply them to new situations eg rules for adding
suffixes
 Accurately spells and can apply most prefixes, suffixes, contractions, compound words
 Uses context to correctly distinguish homonyms and homophones
 Uses silent letters and double consonants correctly
 Is able to recognise if a word doesn’t look right and to think of alternative spelling
 Uses syllabification when spelling new words when spelling
 uneven stress patterns
 Has accumulated a large bank of known sight words and is using more sophisticated
language
 Uses spelling references such as dictionaries, thesauruses and resource books
appropriately
 Has an interest in words and enjoys using them
Derivational
 Is aware of, and can explain, the many patterns and rules that are characteristic of the
English spelling
 Makes generalisations and is able to apply them to new situations e.g. rules for adding
suffixes
 Accurately spells and can apply most prefixes, suffixes, contractions, compound words.
Uses context to correctly distinguish homonyms and homophones
 Uses silent letters and double consonants correctly
 Effectively spells words with uncommon spelling patterns and words with irregular spelling
e.g. aisle, quay
 Uses a multi-strategy approach to spelling, using sound, meaning, visual and etymological
patterns
 Is able to recognise if a word doesn’t look right and to think of alternative spelling
 Analyses and checks work, editing writing and correcting spelling
 Recognises word origins and uses this information to make meaningful associations
between words
 Continues to experiment when writing new words
 Uses spelling references such as dictionaries, thesauruses and resource books
appropriately
 Uses syllabification when spelling new words
 Has accumulated a large bank of known sight words and is using more sophisticated
language
 Shows increased interest in word similarities, differences, relationships, origins
 Is willing to take risks & responsibilities & is aware of a writer’s obligations to readers in
the area of spelling
 Has a positive attitude towards self as a speller. Has an interest in, and enjoys words.
 Is willing to use a range of resources and extend knowledge of words, including derivation,
evolution and application
14
Document 2: Australian curriculum, English content descriptions:
Spelling
Sound and letter
knowledge
Expressing and developing
ideas
Prep Students:
by
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
 recognising the most common sound made by each letter of the alphabet,
including consonants and short vowel sounds
Know how to use onset and rime
to spell words
 breaking words into onset and rime, for example c/at
Recognise the letters of the
alphabet and know there are lower
and upper case letters
 identifying familiar and recurring letters and the use of upper and lower case in
written texts in the classroom and community using familiar and common letters
in handwritten and digital communications
Recognise rhymes, syllables and
sounds (phonemes) in spoken
words
 listening to the sounds a student hears in the word, and writing letters to
represent those 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
 building word families using onset and rime, for example h/ot, g/ot, n/ot, sh/ot,
sp/ot
 identifying rhyme and syllables in spoken words
 identifying and manipulating sounds (phonemes) in spoken words
Students:
Know that regular onesyllable 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
Manipulate sounds in
spoken words including
phoneme deletion and
substitution
Recognise sound --- letter
matches including common
vowel and consonant
digraphs and consonant
blends
by
 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')
 Recognise and know how to use morphemes in word families for example ‘play’
in ‘played’ and ‘playing’
 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')
 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)
 saying words with the same onset as a given word (for example words that begin
like 'd/og', 'bl/ue')
 saying words with the same rime as a given word (for example words that end
like 'c/at', 'pl/ay')
 Understand the variability of sound --- letter matches
 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.
Students:
by
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
 drawing on knowledge of high frequency sight words
Recognise most sound–letter
matches, silent letters,
vowel/consonant digraphs and
less common sound–letter
combinations
 recognising when some letters are silent, for example knife, listen, castle, and
providing the sound for less common sound-letter matches, for example ‘tion’
Sound and
letter
knowledge
Y 2
Expressing and
developing
Sound and letter knowledge
Y 1
Expressing and
developing ideas
 identifying onset and rime in one-syllable spoken words
15
 drawing on knowledge of sound–letter relationships (for example breaking words
into syllables and phonemes)
 using known words in writing and spell unknown words using developing visual,
graphophonic and morphemic knowledge
 Recognise common prefixes and suffixes and how they change a word’s
meaning joining discussion about how a prefix or suffix affects meaning, for
example uncomfortable, older, and division
by
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’
 using spelling strategies such as: phonological knowledge (for example
diphthongs and other ambiguous vowel sounds in more complex words); threeletter 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')
Recognise high frequency sight
words
 becoming familiar with most high-frequency sight words
Students:
by
Incorporate new vocabulary from a
range of sources into students’ own
texts including vocabulary
encountered in research
 building etymological knowledge about word origins (for example 'thermometer')
and building vocabulary from research about technical and subject specific topics
Understand how to use strategies
for spelling words, including spelling
rules, knowledge of morphemic
word families, spelling
generalisations, and letter
combinations including double
letters
 using phonological knowledge (for example long vowel patterns in multi-syllabic
words); consonant clusters (for example 'straight', 'throat', 'screen', 'squawk')
Recognise homophones and know
how to use context to identify correct
spelling
 using meaning and context when spelling words (for example when
differentiating between homophones such as ‘to’, ‘too’, ‘two’
Y 5
Students:
by
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
 learning that many complex words were originally hyphenated but have become
‘prefixed’ as in ‘uncommon’, ‘renew’ ‘email’ and ‘refine’
Recognise uncommon plurals, for
example ‘foci’
 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
Y 6
Students:
by
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
 adopting a range of spelling strategies to recall and attempt to spell new words
Y 7
Students:
by
Expressing and
developing ideas
Students:
Expressing and
developing ideas
Y 3
Expressing and
developing ideas
Expressing and developing ideas
Y 4
16
Understand how to use spelling
rules and word origins, for
example Greek and Latin roots,
base words, suffixes, prefixes,
spelling patterns and
generalisations to learn new
words and how to spell them.
 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'
 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’
 using a dictionary to correct students’ own spelling
Document 3. Coolabunia Scope and Contents by Year
Prep Scope and Contents: Spelling
The following table gives a yearly overview of the spelling concepts to be covered from Education
Queensland C2C Spelling Overview 2012. The table shows alignment with Words Their Way Stage
most common for the year level, C2C Units, Programs used to achieve the content descriptors and
Words Their Way Units. The unit content descriptors are aligned with the Australian Curriculum
English and colours show the Four Orthographic Knowledges
PREP Content Descriptors
Visual
Morphemic
C2C
Unit
Other
Programs
Used
Etymological
Words Their Way
Oral vocabulary growth
Unit
Unit
Unit
Unit
1
2
3
4
Support a
Talker Program
Emergent
Phonological awareness
Unit
Unit
Unit
Unit
1
2
3
4
Metalinguistcs
Kit
Emergent
Alphabet knowledge
Unit 2
Unit 3
Unit 4
Jolly Phonics42 Sounds
Emergent
Letter Name Alphabet
Letter-sound knowledge
Concept of word in text
Unit 3
Unit 4
Jolly Phonics42 Sounds
Emergent
Letter Name Alphabet
17
Words Their Way stage: Emergent,
Letter Name - Alphabetic
Phonological
Year 1 Scope and Contents: Spelling
Visual
Year Content Descriptors
Short vowels before
ng, nt, nd, nk, mp
 op, ot, og
Final
sound
 /k/
et, eg,
en
ck, ke,ug,
k ut, un
 ip,
il
Short
‘e’ig,
spelled
‘ea’ (e.g. lead, head, bread)
Morphemic
C2C Unit
Etymological
WTW Unit in
Word Sort book:
Word Sorts for *
Spellers
Unit 2
Within Word Pattern
– Unit 2
Unit 2
Within Word
Pattern- Unit 3
R–influenced vowels in single syllable words
ar, er, ir, or, ur
Unit 5
Letter Name,
Alphabetic - Unit 7
Diphthongs
 oi, oy (e.g. coin, boy)
 ou, ‘ow (e.g. loud, sound, cow, clown)
Unit 2
Within Word Pattern
– Unit 6
Long vowel
magic ‘e’ including ‘a_e’, ‘o_e’, ‘i_e’ and ‘u_e’
: Long /a/ — ‘ai’
and ‘ay’ : long vowel /e/ — ‘ea’, ‘ee’ and ‘e’: long vowel /i/ — ‘ie’ and
‘y’ : long vowel /o/ — ‘oa’ and ‘o’ : long vowel /u/ — ‘ew’ and ‘ue’
Unit 3
Unit 5
Ambiguous short vowel sound
‘oo’ (e.g. book, look, good)
‘oo’ — long /u/ sound (e.g. boot, zoo, tool, scoop)
short /o/ sound (e.g. on, off, dog)
Unit 3
Unit 4
Unit 6
Exception to vowel-consonant-e (vce) pattern
(e.g. give, love, have, dove)
Unit 3
Final digraphs
‘ff’, ‘ll’ ‘ss’ and ‘zz’ (e.g. cuff, bell, fuss, buzz)
Unit 4
Common homophones
to/too/two and sea/see
Unit 5
Plurals
more than one by adding ‘s’ (e.g. dogs) and ‘y’ plus ‘s’ (e.g. boys)
Inflectional endings — adding the plural ‘es’ (e.g. ch + es, sh + es)
Inflectional endings — adding the plural ‘es’ (e.g. ss + es, s + es and
x + es)
Unit 4
Unit 7
Past tense
adding ‘ed’ to regular verbs and dropping final ‘e
Unit 5
Making nouns / verbs *
adding ‘-er’ (e.g. sing  singer)
adding ‘-ing’ to regular verbs
Unit 7
Compound words
making simple two syllable words
Unit 8
Contractions
‘word’ plus ‘is’ (e.g. it’s)
Unit 7
Common words
Days of the week and seasons : Revise number names zero to ten
and the ‘tens’: Ordinal numbers-1st to 10th : Names of colours
Unit 6
Unit 8
18
Within Word Pattern
Spellers -Unit 2
Within Word Pattern
- Unit 3
WTW
Stage
Words Their Way stage: Letter Name - Alphabetic, Within Word Pattern
Phonological
Queensland C2C Spelling Overview 2012. The table shows alignment with Words Their Way Stage most
common for the year level, C2C Units, Programs used to achieve the content descriptors and Words
Their Way Units. The unit content descriptors are aligned with the Australian Curriculum English and
colours show the Four Orthographic Knowledges
Visual
Morphemic
Year 2 Content Descriptors
C2C Unit
Initial Sounds-Consonant Diagraphs and Blends
th, thr, br, cl, wh
Unit 1
Final Sounds
Unit 1
nd, ng, nt, mp
Hard and soft /c/ — (e.g. coat, circus)
Hard and soft /g/ — (e.g. goat, general)
Etymological
WTW Unit in
Word Sort
book:
Word Sorts for
* Spellers
Unit 6
Within Word
Pattern- Unit 7
Unit 1
Unit 2
Unit3
Unit 6
Within Word
Pattern – Unit 4
Triple Blends
scr, str, spr: thr, shr, squ
Unit 3
Within Word
Pattern- Unit 7
R–influenced vowels in single syllable words
‘ar’, ‘are’, ‘air’,: ‘er’, ‘ear’ and ‘eer: ‘ir’, ‘ire’, ‘ier’, : ‘or’, ‘ore’, ‘oar’ : ‘ur’, ‘ure’ and
‘our’
W-influenced vowel patterns
‘wa’, ‘war’ and ‘wor’
Unit 5
Unit 7
Diphthongs ou, ow
ambiguous vowel ‘oi’ and ‘oy’ (e.g. boil, toy) and ‘oo’ and ‘ou’ (e.g. boot, soup)
Unit 1
Unit2
Unit 6
Within Word
Pattern – Unit 6
Ambiguous Vowel
ou’, ‘oo’ and short vowel /e/ pattern ‘ea’ (e.g. could, flood, bread)
Unit 6
Within Word
Pattern- Unit 6
Silent letters
‘kn’, ‘wr’ and ‘l’ (e.g. knee, write, calf)
Unit 5
Within Word
Pattern- Unit 7
Long Vowel sounds
Long ‘e’ — ‘e’, ‘ee’, ‘ea’ and ‘y’: Long ‘a’ — ‘a’, ‘ai’ and ‘ay’: Long vowel ‘i’ — (e.g. mild,
kind): Long and short vowel ‘o’ patterns (e.g. hold, host): Long vowel /i/ —‘i_e’
and ‘y’ (e.g. mice, cry): long vowel /o/ —‘oa’ and ‘ow’ (e.g. boat, blow): Long vowel
/a/ — ‘ei’ (e.g. eight): long vowel /e/ — ‘ie’ (e.g. grief): long vowel /i/ — ‘igh’ and
‘ind’ (e.g. high and kind) : Long vowel /o/ — ‘old’, ‘olt’ and ‘oll’ (e.g. gold, bolt,
roll): long vowel /u/ — ‘ui’ (e.g. fruit): ; ‘i’ — the ‘-ight’ family (e.g. sight, light)
Common homophones
two/to/too, sew/so, sun/son and won/one
Unit 5
Plurals
change ‘y’ to ‘i’ and add ‘es’ (e.g. fly  flies)
change ‘f’ to ‘v’ and add ‘es’ (e.g. knife  knives)
Unit 4
Homographs (e.g. bow, close, row)
Unit 7
Past tense
adding ‘ed’ to words with a consonant-vowel-vowel-consonant (cvvc) pattern (e.g.
rained, loaded)
Introduction to the three sounds of the past tense marker
‘-ed’ — /t/, /d/
and /id/
Comparatives and superlatives
Compound words
(e.g. hot, big, long, sad)
(e.g. today, playground)
Word endings
Adding ‘-ing’ to regular verbs — no change (e.g. jump  jumping) and doubling
last consonant (e.g. top  topping)
Making adjectives — adding ‘y’
Within Word
Pattern- Unit 5
Within Word
Pattern - Unit 9
Unit 5
Unit 4
Unit 8
Unit 4
Syllables and
Affixes- Unit 1
Contractions
word’ plus ‘are’ (e.g. they’re), ‘word’ plus ‘have’ (e.g. we’ve) and ‘word’ plus ‘not’
(e.g. can’t, isn’t, wasn’t) more complex contractions
Unit 2
Alphabetic
Spellers- Unit 8
Common words
Number names – ‘teens’, revise the ‘tens’ ;Ordinal numbers — 11th to 20th and
revise 1st to 10th; months of the year
Unit 8
19
Words Their Way stage: Letter Name - Alphabetic, Within Word Pattern, Syllables and Affixes
Phonological
Visual
Morphemic
C2C
Unit
Beginning complex consonant clusters
‘str’, ‘thr’, ‘scr’ and ‘squ’
Long vowel sounds
long vowel /a/ — ‘ei’, ‘eigh’, ‘ey’ and ‘aigh’
long vowel /e/ — ‘ei’, ‘eo’, ‘ey’ and ‘ie’
long vowel /e/ — ‘i’, ‘i_e’, ‘ee’ and ‘ea’
long vowel /i/ — ‘i’, ‘ie’, ‘ign’, ‘igh’, ‘ei’ and ‘uy’
long vowel /o/ — ‘o’, ‘oe’, ‘ough’
long vowel /u/ — ‘ui’, ‘ue’, ‘oe’ and ‘ough
Words with ‘e’ making preceding vowel long
Etymological
WTW Unit in Word
Sort book:
Word Sorts for *
Spellers
Unit 3
Within Word PatternUnit 7
Unit 3
Unit 4
Open and closed syllables
open syllables — end in long vowel (e.g. ti-ger)
closed syllables — short vowel closed by two consonants (e.g. rack-et)
Unit 7
R–influenced vowels in multi-syllabic words
ar, er, ir, or, ur
Unit 1
Unit 5
Silent letters
‘gn’, ‘wr’ and ‘kn’ + More complex silent letters
Unit 2
Unit 7
Diphthongs
ambiguous vowel ‘ou’, ‘ow’, ‘ough’ ‘au’, ‘aw’ and ‘augh’
Unaccented ‘a’ and ‘be’
Unit 2
Word endings
‘tch’ and ‘-ch’; final ‘-le’ and ‘-el’ (e.g. tumble, rebel); Final sounds — words
ending in ‘-rge’, ‘-lge’ and ‘-nge’; Inflectional endings — words ending in ‘-y’
and ‘-ly’. soft ‘g’ sound: ‘-dge’ and ‘-ge’
Unit
Unit
Unit
Unit
2
3
5
6
Within Word Pattern –
Unit 7
Contractions
verb’ plus ‘not’ (e.g. don’t), ‘word’ plus ‘is’ (e.g. that’s, she’s) and ‘pronoun’
plus ‘verb’
Unit 1
Unit 2
Within Word PattarnUnit 8
Plurals
revise ‘f’ to ‘ves’ and ‘y’ to ‘es’
Adding ‘es’ and ‘s’ to words ending in ‘o’ (e.g. hero  heroes)
Plurals — no change (e.g. sheep, fish) and mid-word change (e.g. women)
Past tense
Unusual past tense —(e.g. slept, paid); doubling the final consonant (e.g.
sob  sobbed) and dropping the ‘e’ before adding ‘ed’ (e.g. agree 
agreed); Three sounds of the past tense marker ‘-ed’ — /t/, /d/ and /id/
Unit 4
Syllables and AffixesUnit 1
Unit 4
Syllables and AffixesUnit 1
Homophones
your/ you’re, write/right, which/which and there/their/they’re
more complex one syllable words (e.g. fate/fete)
Unit 1
Unit 5
Within Word Pattern –
Unit 10
Comparatives
Unit 1
Inflectional endings
Unit 4
drop ‘e’ and add ‘-ing’ (e.g. date  dating) and doubling (e.g. stop  stopping)
Compound wordsMore complex compound words
multisyllabic words
Unit 1
Unit 7
Prefixes
in-, im-: fore-: en-: unaccented ‘a’: unaccented ‘be’
Unit 6
Unit 7
Suffixes
Unit 6
-ful: -ly: -ness
Greek and Latin roots
cent: graph: in: port: circ: oct: re: dec
20
Unit 8
Derivational RelationsUnit 1: Unit 5: Unit 7:
Words Their Way stage: Letter Name - Alphabetic, Within Word Pattern
Phonological
Visual
Morphemic
C2C Unit
Etymological
WTW Unit in
Word Sort
book:
Word Sorts for
* Spellers
Hard and soft /c/
Hard and soft /g/
Unit 6
Syllables and
Affixes – Unit 6
Vowel–consonant– consonant–vowel (VCCV — double e.g. lit-tle, cor-rect and
different e.g. per-son, dis-cuss)
Vowel–consonant–vowel (VCV — open e.g. to-ner, ba-sis and closed e.g. fam-ily,)
Unit 7
Syllables and
Affixes- Unit 3
Silent letters
gn, wr and kn in more complex words + More complex silent letters
Unit 2
Unit 7
Vowel patterns in accented syllables
long ‘u’ (e.g. glue, blue) : long ‘e’ (e.g. season) : long ‘u’ (e.g. chew, knew)
Unit 2
Syllables and
Affixes- Unit 3
Diphthongs —ambiguous vowel
oi and oy : ow and ou : ou ow, ough: au and aw: oi, oy: ould, u and oo
Unit 1
Unit 2
Unit 7
Syllables and
Affixes- Unit 4
Word endings
final sounds ‘-le’ and ‘-el’: final sounds -‘il’ and ‘-al’: final sounds ‘dge’ and ‘ge’:
final sounds ‘-ture’ and ‘-sure’
Unit 3:
Unit 5
Within Word
Pattern- Unit 7
Final syllables
er’, ‘-ar’ and ‘-or’ : ‘-et’ and ‘-it’
Unit 4
Syllables and
Suffixes- Unit 4
Final letter patterns
‘tch’ and ‘ch’
Unit 1
Within Word
Pattern- Unit 4
Introduction to two syllable homographs (e.g. OB-ject, obj-ECT)
Unit 3
Syllables and
Affixes- Unit 8
Vowel patterns in stressed syllables
long ‘a’ (e.g. crayon), long ‘i’ (e.g. higher) and long ‘o’ (e.g. owner)
Unit 2
Syllables and
Affixes- Unit 4
Prefixes
‘un-’, ‘re-’, ‘dis-’ and ‘mis-’: ‘over’ and ‘under’: ‘in-’, ‘im-’ : ‘fore’ : ‘en-’
Unit 5
Unit 6
Syllables and
Affixes- Unit 7
Suffixes: ‘-ward’: ‘-ful’ : ‘-ly’ : ‘-ness’ : ‘-tion’, ‘-ish’ : ‘ous’ : ‘ey’ and ‘y’
Unit 4
Unit 6
Syllables and
Affixes- Unit 7
Inflectional endings: dropping final ‘e’: doubling final letter: changing ‘y’ to ‘I’:
doubling the consonant at the syllable
Unit 1
Unit 3
Syllables & A.
Unit 1, Unit 3
Adding final /ion/ sound to ‘ss-’ and ‘ct-’ (e.g. succession, fraction
Unit 5
Derivational
Relations- Unit 3
Comparatives : -er’ and ‘-est’
Unit 4
Unusual plurals and past tense
Unit 1
Syllables and
Affixes- Unit 1
Homophones in two syllable words — (e.g. pedal/peddle)
Unit 5
Syllables and
Affixes- Unit4
Compound words
Unit1
Syllables and
Affixes- Unit 2
Greek and Latin roots: mag: dec: tele: aud: dentis: duo: multi: milli : kilo: cent
Unit 8
Derivational
RelationsUnit 5; Unit 6;
Unit 7
Words with ‘e’ making preceding vowel long
21
Words Their Way stage: Within Word Pattern. Syllables and Affixes
Phonological
Visual
Morphemic
Etymological
C2C Unit
WTW Unit in
Word Sort
book:
Word Sorts for
* Spellers
Hard and soft /c/
Hard and soft /g/
Unit 6
Syllables and
Affixes : Unit 6
Word endings
final ‘-c’ words
Unit 5
Syllables and
Affixes : Unit 6
Open and closed syllables in more complex words
Unit 7
Syllables and
Affixes : Unit 6
Silent letters
‘t’, ‘g’, ‘w’, ‘k’, ‘h’ and ‘gh
complex consonant patterns
Unit 1
Unit 2
Syllables and
Affixes : Unit 6
Complex consonants
‘ph’ and ‘qu’
Unit 5
Syllables and
Affixes : Unit 6
Digraphs
‘gh’, ‘ph’ and ‘qu’
Unit 3
Syllables and
Affixes : Unit 6
‘i’ before ‘e’
words that follow the spelling pattern and exceptions (e.g. relief, believe)
Unit 2
Syllables and
Affixes : Unit 8
Ambiguous vowels
‘au’, ‘aw’ and ‘al’
Unit 2
Syllables and
Affixes : Unit 4
Homographs
Two syllable homographs (e.g. CON-tent, CONT-ent)
Unit 3
Words for creating and linking texts
Unit4
Confusing words
accept/except, advise/ advice and affect/ effect
Unit 3
Word endings
‘ed’ sound pattern —/ed/, /t/ and /ted/ (e.g. /ed/ shaded, /t/ popped and /ted/
spotted)
‘-le’, ‘-el’, ‘-il’ and ‘-al’ patterns
Unit 1
Comparative
Unit 4
-est’, ‘-iest’ and ‘-ier’
Prefixes: ‘mis-’, ‘un-’, ‘dis-’, ‘in-’ and ‘non-: di-’, ‘dia-’ and ‘de-’ : ‘in-’, ‘non-’,
‘pre-’, ‘uni-’, ‘bi-’ and ‘tri-’: ‘out-’, ‘super-’, ‘diff-’ and ‘dis-: ‘semi-’, ‘multi-’, ‘peri-’,
‘circ-’, ‘trans-’ and ‘inter-’: ‘im-’, ‘il-’, ig-’ and ‘ir-’
Unit
Unit
Unit
Unit
1
3
5
6
Syllables and
Affixes
Unit 5
Suffixes: -y’, ‘-ly’, ‘-ily’: ‘-let’, ‘-ling’, ‘-ian’, ‘-ship’, ‘-hood’, ‘-ment’: ‘-ian’, ‘-ion’, ‘sion’, ‘-ssion’, ‘-tion’, ‘-ation’: ‘-ar’, ‘-er’, ‘-or’, ‘-ary’, ‘-ery’, ‘-ory’: ‘-al’, ‘-ar’, ‘-en’, ‘-n’:
‘-ful’, ‘-less’, ‘-ness’, ‘-ment’: ‘-able’,
‘-ible’, ‘-ous’ and
‘-eous’: ‘-ive’, ‘-ish’, ‘ways’, ‘-wards’: change the ending to ‘-ick’ when adding ‘ing’ to words ending in ‘ic’
(e.g. panic  panicking)
Unit
Unit
Unit
Unit
Unit
1
2
3
6
7
Syllables and
Affixes
Unit 5
Unusual plurals
Homophones in two syllable words
Unit 5
More complex compound words
Unit 8
Latin roots: brevis: cedo: mal : meter: bene: ped
Unit 8
Norse words
Explanation of concept of Norse word origins
Unit 4
22
Syllables and
Affixes-Unit 8
Derivational
Relations- Unit 4
Unit 6
Words Their Way stage: Syllables and Affixes, Derivational Relationships
Phonological
Visual
Morphemic
Etymological
C2C Unit
Hard and soft ‘g’ - revision
Unit 1
Ambiguous vowels
au’, ‘aw’ and ‘al’ (e.g. audience, plausible, claw, although, awning)
Unit 4
‘i’ before ‘e’ exceptions
after letter ‘c’ (e.g. receive) and ‘e’ preceding
weight)
Unit 1
WTW Unit in
Word Sort
book:
Word Sorts for
* Spellers
Syllables and
Affixes Unit 6
Syllables and
Affixes – Unit 3
‘-igh’ (e.g. sleigh, height,
Diphthongs
two or more syllable words — (e.g. mountain, brownie)
Unit 2
Syllables and
Affixes – Unit 3
Consonant patterns
‘gh-’ and ‘ph-’
Complex consonants — ‘ch’ and ‘qu’
Unit 1
Derivational
Relations-Unit 6
Words for creating and linking texts
conjunctions and connectives (e.g. initially, subsequently, therefore, finally)
Complex word endings
‘-gue’ and ‘-que’ (e.g. tongue, boutique)
Unit 2
Prefixes: mono-’, ‘semi-’ and ‘cent-: ‘hyper-’ ‘sub-’ ‘inter-’ and ‘intra-: ‘sur-’, ‘ex’, ‘pre-’ and ‘post-’: ‘ante-’ and ‘anti-’: ‘en-’ and ‘em-’: ‘im-’, ‘il-’, ‘ig-’, ‘in-’ and ‘ir-’ :
‘mil-’, ‘pent-’ and ‘octo-: ‘pro-‘ and ‘fore-‘: ‘auto-’
Unit 1
Unit 2
Unit 5
Syllables and
Affixes: Unit 7
Derivational
Relations : Unit 1,
Unit 2
Suffixes : ‘-ant’ and ‘-ent’: ‘-ate’ and ‘-ise’: ‘-fy’ and ‘-ee’: ‘-ion’ and ‘-tion’: ‘wise’: ‘-ist’ and ‘-ism’: ‘-tion’ and ‘-sion’
: ‘-ance’ and ‘-ence’: ‘-iest’ and ‘-ly’
Unit
Unit
Unit
Unit
Unit
Syllables and
Affixes: Unit 7
Derivational
Relations :
Unit 1, Unit 2
Alternations
long vowel to short ‘a’ (e.g. nature  natural), ‘e’ (e.g. deep  depth) and ‘i’ (e.g.
dine  dinner)
long vowel to: short ‘I’(e.g. revise  revision), short /o/ — (e.g. lose  lost)
and short /u/ — (e.g. introduce  introduction)
adding ‘-ity’ (e.g. general  general-ity, normal  normal-ity)
Vowel alternation —(e.g. brief  brevity)
Consonant alternation — silent to sounded (e.g. resign  resignation)
Unit 3
Unit 6
Derivational
Relations
Unit4
Accented syllable
first syllable (e.g GI-ant, SEA-ting);
Unit 3
Syllables and
Affixes Unit 4
Adding ‘-ion’ to a base word
drop ‘e’ (e.g. translate  translation) and predictable change (e.g. decide 
decision)
Unit 3
Derivational
Relations Unit 3
Homophones
revision
Unit 5
Syllables and
Affixes Unit 8
Unit 8
Latin root: grad : gress: ped
Unit 2
Derivational
relations
Units 5-7
Greek roots: aster: scope: hydro: graph: gram: micro: geo: therm: poly
Unit 7
Derivational
relations
Units 5-7
23
1
2
5
6
7
second syllable (e.g. a-LERT, to-DAY)
Phonological
Phonological
Visual
Morphemic
Ambiguous vowels
'aw, 'au', 'al', 'augh' and 'ough'
Etymological
C2C Unit
WTW Unit in
Word Sort
book:
Word Sorts for
* Spellers
Unit 1
Prefixes
fore-, pre- and post-: com-, col-, con-, cor- and co-: mono-, uni-, bi- and tri-:
quad-, penta-, octo- and poly-: contra and counter: multi-, poly- and quad-:
micro-, mega- and macroAssimilated or absorbed prefixes
‘ob-’ (e.g. objection), ‘op-’ (e.g. opponent), ‘of-’ (e.g. offend) and ‘oc-’ (e.g. occupy
‘ad-’, ‘at-’, ‘ac-’, ‘af-’, ‘al-’ and ‘as-’
Unit
Unit
Unit
Unit
Unit
Unit
1
2
3
5
7
8
Derivational
Relations
Unit 1
Unit 2
Suffixes
‘-er’, ‘-ist’, ‘-or’ and ‘-ar’: ‘-ar’ and ‘-ary’ (e.g. solar, cautionary): ‘logy’ (e.g.
biology, ecology)
Unit 3
Unit 6
Derivational
Relations
Unit 1
Unit 2
Consonant alternation
silent to sounded (e.g. design  designated)
Unit 6
Derivational
Relations
Unit 4
Accented syllable
second syllable (e.g. to-MORROW)
third syllable (e.g. vol-un-TEER)
Unit 3
Syllables and
Affixes
Unit 4
Homophones
Advanced homophones — (e.g. holy/wholly, incite/insight and patience/patients)
Unit 2
Unit 5
Syllables and
Affixes
Unit 8
Comparatives
Unit 2
Compound words
Unit 8
Greek roots: ectomy , phobia, auto, tele, biblo, gram, graph, path, photo, geo,
hydro, hydra, demo, meter, bio, tech, logo, phon
Greek origin words with silent letters
Unit 4
Unit 6
Derivational
Relations
Unit 5-7
Prefixes: ‘circum-’ and ‘peri-’ , ‘mal’ , super-’ and ‘hyper-’
Unit 5
Derivational
Relations
Unit 5-7
Latin root: scribe, fer
Latin stems: ‘miss, Mit , Sci, Dic, dict, ‘bene’, Cap, cide, ‘vis’ and ‘vid’ , ‘mob’ and
‘mot’, ‘pens’ and ‘pend’ , ‘port’ , ‘jud’ , scribe’, ‘term’ , tain’ , ‘sta’ and ‘stis’ , ‘ven’
and ‘vent, prim’ and ‘princ’ , ‘lit’
Unit
Unit
Unit
Unit
Derivational
Relations
Unit 5-7
Tenses and plurals
Unusual past and present tense and plurals (e.g. break  broken, bring 
brought)
24
4
5
6
7
Word endings
‘-ary’, ‘-ery’ and ‘-ory’ (e.g. customary, cemetery, auditory)
25
Document 6 – C2C Weekly Spelling Lists
C2C Weekly suggested spelling list — Year 1
Week 1
Unit
1
Unit
2
Unit
3
Unit
4
1
Diagnostic
assessment
Week 2
Week 3
Week 4
Week 5
Short vowels
CVC* revision
*Consonant
Vowel
Consonant
Initial ‘r’ blends
— br, cr, dr, fr,
gr, tr
Initial ‘l’ blends
— bl, cl, fl, gl, pl,
sl
Initial ‘s’ blends
— sc, sk, sm, sn,
sp, st
bat
sad
sit
lid
but
brim
crab
crop
drag
drip
blot
clap
club
flag
flat
scab
skip
skin
smog
small
bud
red
pet
rod
hot
frog
from
grub
grin
trip
glad
plug
plus
slip
slow
Final blends —
nt, nd, nk, mp
and st
Diphthongs —
‘oi’ and ‘oy’
Contractions —
word + ‘is’ and
word + ‘not’
Short /e/ spelt
‘e’ and ‘ea’
ant
went
and
send
bank
boy
joy
toy
soy
toys
it’s
that’s
he’s
she’s
here’s
web
them
yes
egg
next
sink
camp
bump
best
must
coin
boil
oil
join
foil
can’t
didn’t
wasn’t
isn’t
don’t
snap
spill
spot
stop
step
Consolidation
head
bread
thread
spread
breath
Silent ‘e’ —
long vowel
patterns
Common long
vowel patterns
— ā (ai, ay), ē
(e, ea, ee), ī (y)
Common long
vowel patterns —
ō (o, oa), ū (ew,
ue)
Initial digraphs
— ch, ph, sh, th,
wh
Final digraphs
—
ff, ll, ss, zz
name
late
eve
like
mine
rain
sail
day
play
be
go
no
oat
road
boat
chin
chat
phone
photo
shop
off
cuff
staff
bell
call
size
home
note
huge
cute
me
team
week
my
by
new
few
grew
due
blue
shut
this
they
what
when
Final digraphs
— ‘ck’, ‘sh’, ‘ch’
Plurals — more
than one adding
‘s’
Ambiguous
vowels — ‘oo’
long sound
Ambiguous
vowels — ‘oo’
short sound
back
kick
lock
sock
fis
bags
girls
games
cakes
nails
too
boot
tool
food
poo
book
look
good
took
foo
cash
dish
each
much
lunch
boys
toys
trays
days
keys
roof
soon
room
tooth
school
hood
cook
wood
hook
stood
hill
glass
dress
jazz
buzz
Consolidation
Unit
5
Unit
6
Unit
7
Unit
8
2
Common homophones
Silent ‘e’ revision
Exceptions to
silent ‘e’ pattern
‘r’ influenced vowels in
single syllable words —
‘ar’, ‘er’ and ‘ir’
‘r’ influenced
vowels in single
syllable words —
‘or’ and ‘ur’
Past tense —
adding ‘ed’ to
regular verbs
to
too
two
sea
see
one
give
love
have
live
move
far
car
star
art
her
for
born
cord
fork
pork
helped
jumped
picked
asked
missed
won
be
bee
for
four
some
none
gone
done
come
were
term
sir
bird
girl
horn
fur
hurt
turn
burn
Days of the week
Seasons
Blends — ‘qu’ and
‘tw’
Ambiguous sounds of ‘o’
Diphthongs — ‘ou’
and ‘ow’
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
quit
quiz
queen
quail
quack
quick
on
off
doll
of
cold
out
our
foul
sour
loud
summer
autumn
winter
spring
twig
twin
twit
two*
*the
letters
‘t’ and
‘w’ in
this
example
only
makes
the
single ‘t’
sound
front
for
golf
son
won
walked
played
ended
packed
crossed
Consolidation
cow
now
how
down
town
Plurals — adding ‘es’
to words ending in ‘ch’
and ‘sh’
Plurals — adding
‘es’ to words
ending in ‘ss’, ‘s’
and ‘x’
Making nouns — adding
‘er’
Adding ‘ing’ to
verbs
Contractions
lunches
beaches
bunches
matches
patches
dresses
classes
glasses
atlases
buses
singer
teacher
builder
painter
player
going
ending
playing
eating
flying
it’s
she’s
he’s
who’s
what’s
dishes
brushes
wishes
bushes
crashes
gases
foxes
boxes
taxes
faxes
leader
printer
cleaner
farmer
worker
Diagnostic
assessment
Ordinal numbers 1st
to 10th
Names of colours
Simple Compound words
first
second
third
fourth
fifth
orange
yellow
green
blue
white
today
bedroom
playground
downstairs
outside
sixth
seventh
eighth
ninth
tenth
black
grey
brown
pink
purple
birthday
homework
lunchbox
timetable
classroom
talking
jumping
cooking
sleeping
reading
Dictionary skills
and word games
can’t
isn’t
didn’t
you’re
we’re
Consolidation
Week 1
Unit
1
Unit
2
Unit
3
Week 2
Week 3
Week 4
Week 5
Final blends —
‘nd’, ‘nk’, ‘nt’ and
‘mp’
send
went
wind
plant
hand
jump
bank
stamp
drink
lamp
Diphthongs ‘ou’ and
‘ow’
Long /e/ — ‘e’,
‘ee’, ‘ea’ and ‘y’
Long /a/ — ‘a’, ‘ai’, ‘a_e’
and ‘ay’
our
out
round
about
house
behind
between
because
need
meet
April
sail
ate
made
Sunday
Monday
Long vowel /i/
patterns — VCC*
patterns
*Vowel Consonant
Consonant
Diphthongs and
other ambiguous
vowels — ‘oi’, ‘oy’,
‘oo’ and ‘ou’
Contractions —
word + ‘are’ and
word + ‘have’
Long vowel /o/
patterns — VCC*
patterns
*Vowel Consonant
Consonant
find
kind
mind
blind
grind
coin
point
noise
boy
enjoy
you’re
we’re
they’re
I’ve
you’ve
roll
cold
gold
fold
told
Diagnostic
assessment
Long vowel patterns
ī — ‘y’ and ‘i_e’
ō — ‘oa’ and ‘o_e’
why
sky
try
wipe
time
Unit
4
goat
toast
globe
those
drove
Comparatives and
superlatives
hot
hotter
hottest
big
bigger
3
wild
mild
child
sigh
high
biggest
long
longer
longest
good
soon
would
could
should
now
how
down
brown
town
we’ve
they’ve
could’ve
would’ve
should’ve
teach
read
busy
family
story
Tuesday
Wednesda
y
Thursday
Friday
Saturday
Consolidation
bolt
most
post
comb
both
Long vowel
patterns
ā — ‘ei’ and
‘a_e’
ē — ‘ie’ and
‘ea’
ī — ‘igh’ and ‘i_e’
veil
dream
eight
high
brave
night
glide
field
shine
brief
Long vowel
patterns
ō – ‘ow’ and ‘oCC’*
ū – ‘ou’ and ‘u_e’
*o Consonant
Consonant
Triple r-blends —
‘scr‘, ‘str ‘ and
‘spr’
Beginning complex
consonant clusters —
‘thr’, ‘shr’ and ‘squ’
grow
snow
post
most
comb
scrap
screw
screen
strip
street
throw
three
thread
shred
shrink
Plurals — change
‘y’ to ‘i’ and ‘f’ to
‘v’
copies
flie
leaves
s
calves
babi
knives
es
shelves
citie
s
ladi
es
stor
ies
Adding ‘ing’ to
regular verbs — no
change and doubling
helpin
g
asking
talkin
g
workin
g
counti
ng
both
you
use
cube
June
shopping
patting
dropping
flipping
stopping
string
stretc
h
sprain
spray
spring
Prefixes — ‘un’
and ‘re’
undo
unfol
d
uncle
an
unkin
d
unwra
p
redo
remake
replay
return
reuse
Consolidation
shriek
square
squint
squash
squeal
Unit
5
Unit
6
Unit
7
Common
homophones
Silent letters
‘kn’, ‘wr’ and ‘l’
‘r’ influenced
vowels — ‘ar’,
‘are’, ‘air’, ‘er’,
‘ear’ and ‘eer’
‘r’ influenced vowels
— ‘ir’, ‘ire’, ‘or’, ‘ore’,
‘ur’ and ‘ure’
Past tense – adding ‘ed’ to
CVVC* words
Introduce the three sounds
of past tense marker
* Consonant Vowel Vowel
Consonant
to
too
two
so
sew
sun
son
knee
know
knew
knife
knot
wrote
write
wrap
arm
card
park
care
rare
stare
air
hair
girl
third
fire
hire
storm
short
sport
more
flooded
needed
waited
shouted
headed
peaked
cooked
looked
won
one
for
four
they’re
their
there
wrong
wrist
calf
palm
talk
walk
half
chair
term
verse
year
hear
deer
cheer
sore
wore
burn
nurse
curve
cure
sure
Hard and soft
/c/
Hard and soft
/g/
Prefixes — ‘re’,
‘un’ and ‘up’
Ambiguous vowels —
‘ou’, ‘oo’ and short vowel /e/
pattern ‘ea’ (could, flood,
bread)
coat
card
cave
coin
cake
curl
cast
circle
goat
goal
gate
gone
game
garden
guess
stage
remind
reuse
refill
replay
refer
unfair
unpack
unfold
could
should
would
flood
blood
head
measure
thread
cent
centre
city
face
dance
voice
once
germ
page
gym
age
gem
huge
giant
unkind
unlock
update
uphill
upset
upstairs
upload
4
Consolidation
bread
health
weather
feather
heavy
breakfast
ready
Making adjectives –
adding ‘y’
Homographs
Long vowel /i/
spelt ‘igh’
‘w’ influenced vowel
patterns — ‘wa’, ‘war’
and ‘wor’
More complex
contractions
greedy
tricky
cloudy
speedy
sleepy
smelly
rocky
risky
bank
right
sink
march
suit
turn
watch
nail
sigh
high
thigh
sight
light
night
right
might
wash
want
watch
swap
swan
ward
warm
warn
I’ve
you’ve
could’ve
should’ve
I’d
she’d
you’re
won’t*
weren’t
dirty
thirsty
healthy
sticky
rainy
bumpy
funny*
chop
cast
beam
bark
bat
bill
back
fight
tight
bright
fright
flight
delight
tonight
swarm
word
work
world
worm
worse
worth
*double
final
consonant
Unit
8
hooked
leaked
joined
sailed
poured
cooled
screamed
Diagnostic assessment
Ordinal numbers
Months of the year
Compound words
eleventh
twelfth
thirteenth
fourteenth
fifteenth
January
February
March
April
May
June
notebook
railway
keyboard
wheelchair
himself
herself
yourself
newspaper
sixteenth
seventeenth
eighteenth
nineteenth
twentieth
July
August
September
October
November
December
rainbow
sunshine
farewell
without
afternoon
grandfather
grandmother
Dictionary
skills and
word games
it’s
who’s
what’s
there’s
where’s
that’s
*spelling
changes
with
contraction
Consolidation
Unit
1
Unit
2
Unit
3
Unit
4
Week 1
Week 2
Week 3
Week 4
Week 5
Diagnostic
assessment
Plurals — adding es to
words ending in ‘s’, ‘sh’,
‘ss’, ‘x’, ‘ch’ and ‘z’
Comparatives and
superlatives
‘r’ influenced vowel
patterns — ‘or’, ‘our’,
‘oar’ and ‘ur’
Homophones
buses
gases
wishes
dishes
classes
crosses
kisses
boxes
close
closer
closest
far
further
furthest
rough
rougher
sport
short
fortnight
explore
support
export
flora
sour
or
oar
male
mail
whole
hole
weather
whether
roughest
healthy
healthier
healthiest
calm
calmer
calmest
flour
course
board
soar
turn
burn
nurse
Silent letters —
‘gn’, ‘wr’ and ‘kn’
Diphthongs and other
ambiguous vowels —
‘ou’, ‘ow’, ‘au’ and ‘aw’
Contractions — word +
‘not’, word + ‘is’ and word
+ ‘had’ or ‘would’
Word endings soft ‘g’
sound – ‘dge’ and ‘ge’
gnat
gnaw
gnarl
gnome
wrap
write
wrote
wrong
found
about
bounce
how
brown
crowd
clown
plough
isn’t
won’t
wasn’t
weren’t
couldn’t
she’s
who’s
here’s
lodge
ledge
fridge
wedge
judge
bridge
badge
stage
wreck
wrist
knot
know
knee
knock
knight
Long vowel patterns
ā — ‘ei’, ‘eigh’,
‘ey’ and ‘aigh’
ē — ‘ei’, ‘eo’, ‘ey’
and ‘ie’
vein
receive
weigh
either
sleigh
people
eighth
honey
freight
trolley
eighteen piece
they
chief
grey
brief
prey
believe
straight
movie
Unusual past tense
saw
fed
lost
felt
swam
paid
wore
kept
broke
chose
5
waxes
matches
beaches
churches
lunches
waltzes
quizzes*
(*double
last
consonant)
froze
said
began
heard
found
knew
thought
taught
bought
brought
pause
saucer
August
crawl
straw
draw
taught
what’s
there’s
we’d
he’d
it’d
she’d
they’d
our
hour
break
brake
ate
eight
there
their
Consolidation
huge
cage
page
change
charge
orange
village
Long vowel patterns
ē — ‘i’, ‘ee’ and ‘ea’
ī — ‘ie’, ‘uy’, ‘iCC*’
and ‘i_e’
*i Consonant
Consonant
ski
lie
taxi
guy
screen
buy
freeze
kind
sheep
sign
please
blind
clean
climb
breathe
smile
scream
twice
pie
quite
Plurals — ‘f’ to ‘v’, ‘y’ to
‘i’ and words ending in
‘o’
Long vowel patterns
ō — ‘o’, ‘o_e’, ‘oa’ and
‘ough’
ū –— ‘u’, ‘ue’ and ‘ew’
Beginning complex
consonant clusters —
‘str‘, ‘thr‘, ‘scr’ and ‘squ’
Consonant patterns
— ‘ch’, ‘tch’
open
ocean
notice
phone
close
coast
coach
throat
though
dough
Adding ‘ing’ —
doubling
unit
music
human
student
uniform
statue
rescue
knew
stew
nephew
drop ‘e’ and
strain
straight
strange
strawberry
stressful
three
thrill
threat
thrive
through
much
teach
beach
coach
speech
lunch
attach
which
approach
sandwich
leaves
lives
halves
shelves
hooves
thieves
parties
armies
families
replies
dancing
moving
hoping
pasting
waving
causing
using
smiling
tasting
closing
winning
swimming
skipping
shopping
quitting
trimming
gripping
stepping
dragging
beginning
sheep
fish
dirt
deer
series
moose
bread
snow
aircraft
homework
berries
countries
duties
heroes
echoes
tomatoes
videos
pianos
photos
radios
script
scrunch
scratch
scribble
scramble
squash
squirt
squawk
squirrel
squeeze
Plurals — no change and
mid or end word change
men
feet
dice
mice
women
teeth
geese
children
people
fungi
catch
pitch
fetch
match
watch
sketch
stitch
scratch
kitchen
butcher
Consolidation
Uni
t5
Uni
t6
Uni
t7
Uni
t8
6
Homophones — more
complex one syllable
words
Word endings — ‘le’
or ‘el’
‘r’ influenced vowels —
‘ir’, ‘ur’, ‘er’ and ‘or’
‘r’ influenced vowels —
‘er’, ‘ar’ and ‘or’
Past tense –
double final
consonant, drop
final ‘e’ before
adding ‘ed’.
Three sounds of
the past tense
marker (/id/, /t/ and
/d/)
waist
waste
plane
plain
die
dye
grate
great
I
eye
people
title
angle
little
able
apple
bottle
candle
cycle
ankle
thirsty
birthday
circus
thirty
thirteen
further
purple
hurting
curtain
player
father
discover
weather
other
answer
mother
sister
parent
party
solar
grabbe
d
sobbed
shopped
planned
dropped
spotted
jogged
wrappe
d
tripped
slipped
mail
male
eight
ate
fate
fete
weigh
way
write
right
parcel
towel
travel
cancel
vowel
level
model
jewel
label
novel
person
certain
eraser
chapter
story
worthy
homework
before
wording
working
calendar
dollar
artist
garden
doctor
author
motor
visitor
actor
sailor
Final sounds — words
ending in ‘rge’, ‘lge’ and
‘nge’
Inflectional endings
— words ending in ‘y’
and ‘ly’
Prefixes — ‘un’, ‘re’, ‘up’
and ‘mid’
Suffixes — ‘ian’, ‘y’ and
‘en’
urge
barge
merge
large
charge
recharge
discharg
e
emerge
bulge
indulge
easy
copy
carry
hurry
duty
diary
busy
many
fury
memory
unable
unhappy
unusual
unclean
untie
return
repeat
replace
recall
remake
musician
politician
pedestria
n
Australian
librarian
tricky
funny
fizzy
greasy
greedy
divulge
exchange
sponge
strange
lounge
change
range
arrange
hinge
fringe
softly
shortly
quietly
friendly
finally
partly
badly
gladly
slowly
lately
recycle
upright
upgrade
upon
upset
midday
midnight
midyear
midweek
midmorning
served
agreed
loved
smiled
phoned
used
pasted
shared
joked
tasted
Consolidation
hungry
speedy
sunny
shorten
straighten
strengthe
n
weaken
widen
flatten
golden
Unaccented ‘a’ and ‘be’
prefixes
Open syllables —
ending in long vowel
Closed syllables — short
vowel between consonants
Two or more syllable
words with silent ‘e’ —
making preceding vowel
long
More complex
silent letters
away
alert
aloud
about
agree
assist
amuse
allow
attend
amount
apron
basic
paper
table
latest
bacon
even
lever
recent
final
letter
happen
kitten
sudden
possum
traffic
rubbish
button
rabbit
yellow
unsafe
inhale
rename
mistake
escape
delete
complete
dislike
inside
invite
tomb
comb
climb
lamb
thumb
numb
crumb
plumber
doubt
debt
begin
below
beneath
before
behave
believe
between
belong
behind
beside
tiger
over
local
hotel
motel
bonus
locate
moment
program
music
chicken
contact
contest
dentist
fabric
insect
pencil
subject
doctor
pumpkin
Ordinal numbers —
revision
Greek roots and Latin
stems — ‘circ’, ‘oct’,
‘dec’, ‘cent’ and ‘re’
More complex compound
words
first
second
third
fourth
fifth
sixth
seventh
eighth
ninth
tenth
circle
circus
circuit
circular
octagon
octopus
octagonal
October
Decembe
r
decade
notepaper
screwdriver
fingerprint
dishwasher
handwriting
whenever
thunderstor
m
watermelon
strawberry
everywhere
eleventh
twelfth
thirteenth
fourteenth
fifteenth
sixteenth
seventeent
h
eighteenth
nineteenth
twentieth
decagon
cent
century
centipede
centimetr
e
centigrad
e
recall
reset
repeat
reply
watercolour
overview
understand
butterflies
peppermint
wheelbarro
w
whichever
takeaway
throwaway
aftershock
admire
describe
remote
alone
tadpole
postpone
telephone
telescope
accuse
costume
Dictionary skills and
word games
dough
alright
midnigh
t
knight
height
eight
freight
weight
thought
bought
Consolidation
Unit
Week 1
Week 2
Week 3
Week 4
Week 5
Unusual plurals and past
Compound words
Doubling final consonant
Word endings – ‘tch’ and
tense
1
Unit
2
‘ch’
mice
shut
himself
everything
running
tripped
latch
approach
indices
took
herself
highlight
skipping
rubbed
sketch
attach
deer
buried
yourself
overlook
swimming
trapped
stitch
bench
geese
knitted
something
classroom
wrapping
grabbed
pitch
bleach
people
said
playground
newspaper
shopping
begged
catch
coach
knives
heard
without
breakfast
quitting
hottest
hutch
lunch
loaves
felt
everyone
lunchbox
dragged
bigger
patch
reach
thieves
found
anywhere
downstairs
patted
spotty
watch
sandwich
videos
lost
background
daylight
stopped
sunny
stretch
speech
photos
told
handwriting
fortnight
grinned
knotty
which
search
Silent letters — ‘gn’,
Diphthongs ‘oi’ ‘oy’ ‘ow’
Long vowel patterns (ā, ī
Long vowel patterns (ū
‘wr’ and ‘kn’ in more
and ‘ou’
and ō) in accented syllables
and ē) in accented
complex words
Unit
3
syllables
gnash
wrinkle
voice
enjoy
bracelet
ninety
knew
ideal
gnashed
wrapped
avoid
allow
escape
higher
tutor
season
gnashing
knead
noise
prowl
baseball
frighten
skewer
peanut
gnarled
kneel
point
power
essay
tonight
amuse
disease
gnocchi
knoll
choice
towel
crayon
remind
student
compete
gnome
known
moisture
amount
player
lonely
useful
supreme
wrist
knotted
employ
doubt
rainbow
tadpole
perfume
agree
wring
knitting
annoy
sound
painter
below
confuse
beetle
contain
owner
avenue
needle
explain
toaster
statue
succeed
wreck
knuckle
destroy
scout
wrench
knowledge
voyage
ground
Changing final ‘y’ to ‘i’
Consolidation
Two syllable homographs
Doubling final
Unaccented final syllables —
Unaccented final syllables
Prefixes — ‘un’, ‘re’,
‘le’ and ‘el’
— ‘il’ and ‘al’
‘dis’ and ‘mis’
consonant
Unit
4
cries
heaviest
present
principle
jewel
council
normal
unusual
disagree
replies
studious
object
candle
fuel
pencil
journal
unclean
dishonest
carries
happiness
content
example
caramel
nostril
animal
unable
discovery
ladies
beginning
export
double
level
April
material
unhappy
disappear
parties
admitting
complex
miracle
quarrel
civil
social
uncommon
disobey
activities
controlling
protest
staple
novel
tonsil
equal
research
mistrust
angrily
admitted
produce
handle
hotel
stencil
festival
recharge
mistook
easily
permitted
refuse
vehicle
tunnel
pupil
special
recycle
misspell
easiest
referred
conduct
couple
cancel
fossil
dental
refill
misprint
funniest
committed
record
tremble
funnel
principal
hospital
remind
misbehave
Comparatives and
Homophones — one
Final syllables — ‘er’, ‘ar’
Suffixes — ‘tion’, ‘ous’, ‘y’
superlatives — adding
syllable
and ‘or’
and ‘ish’
‘er’ and ‘est’
calm
close
ate
right
another
solar
education
cloudy
calmer
closer
eight
write
border
popular
collection
thirsty
calmest
closest
one
new
answer
regular
illustration
hungry
large
bright
won
knew
reporter
similar
concentration
fussy
larger
brighter
sail
there
gather
familiar
separation
nosey
brightest
sale
their
mirror
anxious
childish
weak
break
they’re
meteor
famous
foolish
fewer
weaker
brake
by
burglar
cursor
jealous
stylish
fewest
weakest
way
buy
collar
editor
disastrous
longish
weigh
bye
lunar
visitor
dirty
selfish
largest
few
7
whether
rather
Consolidation
Unit
5
Homophones — two
Prefix – ‘over’ and ‘under’,
Word endings — ‘dge’ and ‘ge’
Final syllables — ‘ture’ and Suffix — ‘ion’ added to
syllable words
Suffix – ‘ward’
Final syllables — ‘et’ and ‘it’
‘sure’
words ending in ‘ss’ and
‘ct’
pedal
bury
overtime
underarm
edge
poet
feature
pleasure
expression
subtraction
peddle
berry
overlook
underwear
badge
magnet
fracture
measure
profession
direction
higher
allowed
overcast
undercook
bridge
planet
picture
treasure
impression
election
hire
aloud
overload
toward
judge
cricket
nature
leisure
progression
production
weather
manor
overtake
backward
knowledge
toilet
future
reassure
discussion
introduction
whether
manner
overboard
forward
huge
habit
mixture
closure
confession
correction
chilly
carat
overseas
upward
page
digit
moisture
pressure
admission*
instruction
chilli
carrot
underneath
homeward
stage
exit
culture
exposure
permission* construction
patients
flower
undercover
inward
average
visit
texture
insure
action
reaction
patience
flour
underground
outward
message
permit
capture
unsure
selection
prediction
*base word
ends in ‘t’
Unit
6
Hard and soft /c/
Hard and soft /g/
Homophone revision
Homophone revision
Prefixes — ‘in’, ‘im’, ‘fore’ and
‘en’
Suffixes — ‘ful’, ‘ly’ and
‘ness’
peace
plane
garden
guard
medal
meddle
incomplete
incorrect
immobile
forearm
careful
colourful
daily
lately
plain
guide
dear
injustice
forecast
hopeful
quietly
scents
guess
deer
informal
forehead
useful
slowly
cents
sense
engine
large
hire
higher
invisible
inappropriate
forehand
foreground
painful
helpful
loudly
darkness
guessed
guest
general
gentle
presence
presents
incredible
immature
enforce
enable
peaceful
thoughtful
sickness
awareness
your
you’re
orange
berry
impatient
encourage
closely
goodness
giant
bury
impossible
enlighten
badly
weakness
capital
coast
curve
cinema
circus
raced
cycle
cereal
centimetre
Consolidation
piece
Unit
7
Unit
8
8
Diphthongs and
Two or more syllable words More complex silent
ambiguous vowels — ‘ou’,
with ‘e’ making preceding
‘ow’, ‘ough’, ‘au’ and ‘aw’
vowel long
letters
doubt
house
elbow
plough
lazy
supper
apron
happen
vibrate
describe
autumn
reign
mouth
allow
although
pause
paper
dinner
famous
better
imitate
surprise
column
foreign
basic
pillow
native
blossom
complete
wireless
solemn
listen
towel
powerful
flower
thrown
follow
because
caught
daughter
draw
crawl
erase
pattern
legal
sister
extreme
lonely
condemn
fasten
local
mammal
pilot
winter
athlete
envelope
hymn
castle
frozen
river
omit
seven
supreme
tadpole
sign
whistle
hotel
level
notice
model
ice-cream
useful
resign
wrestle
window
yawn
modem
never
broken
planet
ninety
amuse
design
thistle
robot
second
student
minute
retire
refuse
designer
mistletoe
photo
children
music
lemon
likeable
umpire
campaign
Christmas
Latin stems — ‘milli’, ‘cent’, Latin stems — ‘dent’, ‘mag’ and Dictionary skills and word
‘duo’ and ‘multi’
‘aud’
Greek root — ‘kilo’
Greek roots — ‘tele’
millimetre
millilitre
milligram
millipede
centenary
centennial
duo
dual
dental
dentist
denture
dentistry
audience
audition
audiovisual
auditor
million
millionaire
kilogram
kilometre
century
duality
multiple
multiplication
multiply
multicultural
orthodontist
magnify
magnification
magnitude
magnificent
audio
auditorium
telephone
television
telescope
centimetre
multistorey
audible
teleconference
games
Consolidation
Uni
t1
Uni
t2
Week 1
Week 2
Week 3
Week 4
Week 5
Prefixes — ‘mis’, ‘un’, ‘dis’,
Comparatives and superlatives
Silent letters
Word endings — ‘le’,
‘in’, ‘non’
Suffixes — ‘ful’, ‘less’, ‘ness’,
Suffixes — ‘y’, ‘ly’
‘ment’
misjudge
mismatch
uncertain
uncommon
unbelievabl
e
disagree
disappear
incomplete
incorrect
informal
better
best
earlier
earliest
smaller
smallest
littler
littlest
thoughtful
playful
Uni
t4
know
knew
sign
reign
foreign
although
through
thorough
write
wreck
rhyme
rhythm
design
resign
height
weight
fright
answer
castle
listen
Ambiguous vowels — ‘au’,
Suffixes — ct + ‘ion’, ss + ‘ion’,
‘i’ before ‘e’ generalisation
‘st’, ‘mb’, ‘bt’, ‘gh’ and
‘aw’ and ‘al’
t + ‘ion’ and ‘e’ drop + ‘ion’
exceptions
introduction
direction
selection
correction
instruction
expression
submission
transmissio
n
discussion
profession
vein
weigh
weird
their
reign
seize
either
neither
height
weight
example
believabl
e
miserable
enviable
people
compel
dispel
propel
expel
travel
civil
pupil
peril
council
pencil
several
identica
l
vertical
material
social
Consolidation
‘ch’
plumber
debt
doubtful
subtle
eight
night
caught
bought
thought
yacht
Confusing words
accept
except
advise
advice
affect
effect
bought
brought
loose
lose
quite
quiet
practise
practice
stationar
y
stationer
y
of
off
aloud
allowed
Comparatives and
audio
author
auditory
audience
sauce
daughter
naughty
authority
awful
awkward
awesome
lawful
drawn
also
almost
always
although
altogether
alternativel
y
called
Two syllable homographs
present
object
content
export
complex
protest
produce
refuse
conduct
record
desert
subject
insert
extract
project
minute
perfect
reject
research
conflict
Uncommon plurals
interruption
suggestion
prevention
exception
communicatio
n
illustration
location
frustration
decoration
pollution
freight
neighbour
leisure
foreign
caffeine
species
ancient
science
society
sufficient
Digraphs — ‘gh’, ‘ph’
Suffixes — ‘let’, ‘ling’, ‘ian’,
Prefixes — ‘di’, ‘dia’,
Blend — ‘qu’
‘ship’, ‘hood’
‘de’
laugh
tough
rough
enough
draught
laughter
graphics
alphabet
photograph
digraph
geography
biography
equator
equal conquer
quarter
question
equation
equipment
inquiry
Suffixes — ‘al’, ‘ar’, ‘en’
superlatives — adding
inlet
piglet
booklet
droplet
leaflet
duckling
gosling
sibling
pedestrian
librarian
musician
electrician
politician
citizenship
relationshi
p
friendship
leadership
childhood
parenthood
likelihood
Suffixes — ‘ive’, ‘ish’,
‘ways’, ‘wards’
‘ier’ and ‘iest’
healthy
healthier
healthiest
funny
funnier
funniest
friendly
friendlier
friendlies
t
9
beautiful*
(*change ‘y’ to
‘i’)
pointless
careless
restless
likeness
closeness
awareness
employment
environment
management
Silent letters — ‘gn’,
sign
design
resign
campaign
castle
listen
whistle
crumb
climber
thumb
Uni
t3
nonsense
nonfiction
rainy
hungry
closely
finally
previously
happily
busily
noisily
‘el’, ‘il’, ‘al’
lazy
lazier
laziest
wealthy
wealthier
wealthies
t
pretty
prettier
prettiest
axis
axes
crisis
crises
diagnosis
diagnoses
analysis
analyses
radius
radii
indexes
focus
foci
fungus
fungi
index
indices*
appendix
appendices
matrix
matrices
*also may
be spelt
dental
final
signal
regional
personal
coastal
circular
popular
similar
angular
familiar
solar
shorten
flatten
stiffen
broken
weaken
strengthen
liken
lengthen
active
sensitive
automotiv
e
relative
creative
cherish
flourish
feverish
lavish
always
sideways
lengthways
bikeway
highway
upwards
forward
backwards
inward
outward
towards
dissect
dilate
digest
direct
divert
diameter
diagonal
diagram
diagnosis
dialogue
dialect
decay
decide
deport
delay
depend
debrief
develop
depress
deploy
Consolidation
Uni
t5
Two syllable
Prefix – ‘semi’, ‘multi’, ‘peri’,
Words ending in ‘c’
homophones
‘circ’ and ‘trans’
Complex consonants —
Prefixes — ‘im’, ‘il’, ‘in’ and
outnumbe
r
outdoors
outrun
outspoken
outback
outside
supervise
superhum
an
superior
superhero
impractical
impossible
immature
immobile
immoral
imperfect
impatient
illegal
illogical
illiterate
‘ir’
‘ph’ (digraph) and ‘qu’
(blend)
practise
practice
weather
whether
hire
higher
allowed
aloud
idle
idol
Uni
t6
Prefixes — ‘out’, ‘super’,
‘dif’ and ‘dis’
hour
our
wonder
wander
ceiling
sealing
muscle
mussel
bridal
bridle
Hard and soft /c/
semicircle
semifinal
semitrailer
multiply
multiple
multitask
multicultur
al
multigrain
perimeter
periscope
circle
circus
circuit
circular
circulate
circumferen
ce
transport
translate
transfer
transit
Hard and soft /g/
topic
clinic
comic
classic
elastic
athletic
fabric
picnic
panic
autograp
h
photograph
graphics
geography
phrase
paragraph
equator
equation
question
equipment
quarter
Prefixes — ‘in’, ‘non’, ‘pre’,
‘uni’, ‘bi’ and ‘tri’
convinced
competition
cursive
category
cancelled
colony
column
construction
conversation
conservation
certainty
plague
giraffe
indoors
unicycle
per cent*
gorilla
generous
income
uniform
guest
gesture
inside
unique
guidance
language
insert
bicycle
cemetery
guarantee
percentage
nonsense
bicentenar
century
gallery
heritage
nonviolent
y
circuit
argument
gentleman
nonfiction
bilingual
cyclone
guilty
genuine
prepare
tricycle
guesswork
geography
preface
triangle
genius
Germany
prefix
trilogy
ceiling
celebrati
on
cease
cyst
*may be
supersonic
different
difficult
difficulty
dispute
disloyal
disagree
disapprove
disconnect
disrespect
Suffixes — ‘ar’, ‘er’, ‘or’,
‘ary’, ‘ery’ and ‘ory’
registrar
scholar
burglar
baker
builder
teacher
painter
actor
author
doctor
invisible
incredible
invalid
irrational
irregular
irresistible
irreversibl
e
irrelevant
irreplaceab
le
irresponsib
le
Consolidation
visitor
dictionary
stationary
temporary
primary
scenery
nursery
factory
territory
laboratory
triplets
written
as one or
two
words
Uni
t7
Uni
t8
Difficult words
Suffixes — ‘ly’, ‘y’ and ‘ty’
Suffixes — ‘able’, ‘ible,
‘ous’ and ‘eous’
gladly
lonely
honestly
thoroughly
sincerely
lately
suddenly
usually
quietly
reluctantly
fashionabl
e
suitable
comfortab
le
favourable
agreeable
changeable
responsibl
e
horrible
eligible
incredible
languages
library
cylinder
perimete
r
vacuum
mosquito
dangerou
s
oxygen
muscle
address
special
sausage
recognise
miniature
preference
scissors
apologise
beautiful
behaviour
discipline
since
lady
flavour
secret
private
advisor*
silent
stolen
gigantic
human
humid
*second
syllable
open
fossil
sudden
traffic
message
follow
clever
custard
holiday
pencil
Saturday
cappuccino
macaroni
spaghetti
confetti
lasagne
restaurant
ballet
encore
bouquet
résumé*
café*
RSVP
barbecue
avocado
chocolate
kindergart
en
banana
avatar
safari
shampoo
*may be
written
with or
without
accents
Latin stems — ‘brevis’,
‘cedo’, ‘mal’, ‘meter’, ‘bene’
words
and ‘ped’
Uncommon plurals
briefly
abbreviate
abbreviation
proceed
precede
recede
succeed
malformatio
n
malfunction
perimeter
10
Words from other
barometer
kilometre
thermometer
pedometer
metric
beneficial
benefit
pedal
pedestrian
pedicure
database
eyewitness
granddaughter
outnumber
supermarket
weatherproof
chairperson
countryside
analysis
analyses
diagnosis
diagnoses
focus
foci
fungus
fungi
matrix
matrices
phenomenon
phenomena
happily
noisy
courtesy
enquiry
entirety
specialit
y
generosit
y
security
similarity
humidity
Dictionary skills and word
games
Consolidation
possible
edible
visible
joyous
dangerous
mysterious
humorous
famous
gorgeous
courteous
U
n
it
1
U
n
it
2
U
n
it
3
U
n
it
4
11
Week 1
Week 2
Week 3
Week 4
Week 5
Homophones
Hard and soft ‘g’
Suffixes — ‘ance’, ‘ence’
Consonant patterns — ‘gh’
and ‘ph’
Suffixes ‘tion’ and ‘sion’
Prefixes — ‘im’, ‘il’, ‘ig’, ‘in’,
‘ir’
Ambiguous vowels — ‘aw’,
‘au’, ‘al’
queue
cue
cent
sent
guest
guessed
reign
rain
course
coarse
although
thorough
brought
bought
tonight
physician
geography
symphony
trophy
alphabet
gallery
argument
guilty
guarantee
governed
genius
generosity
gesture
sergeant
manager
Prefixes — ‘anti’ and ‘ante’
Latin stem — ‘grad’ and
‘gress’
antibiotic
antibody
antidote
antisocial
antiseptic
antibacterial
anticlockwise
anticlimax
antenatal
anteroom
grade
gradual
graduate
downgrade
centigrade
congress
progress
aggressive
regress
transgression
acceptance
appearance
guidance
defiance
instance
dependence
confidence
patience
intelligence
difference
Diphthongs in two or more
syllable words
Greek roots — ‘gram’,
‘micro’ and ‘geo’
mouthful
council
fountain
doubtfully
boundaries
rewound
dismount
mountain
kilogram
program
completion
production
reduction
competition
explanation
persuasion
conclusion
impression
apprehension
decision
Vowel alternation — long
to short
diagram
tangram
microscopic
microphone
microwave
microbiologis
t
geology
geography
geometric
geologist
nature
natural
please
pleasant
reduce
reduction
divide
division
know
knowledge
Hard and soft ‘c’
campus
candle
country
concert
cancel
percentage
cement
certain
ceiling
cyclone
Complex word endings
patterns — ‘gue’ and ‘que’
receive
reception
athlete
athletic
serene
serenity
cave
cavity
write
written
vague
league
plague
intrigue
catalogue
epilogue
fatigue
colleague
tongue
meringue
Vowel alternation — long
vowel to schwa
Vowel alternation — short
vowel to schwa
Accented 1st syllable
Accented 2nd syllable
major
majority
able
ability
narrate
narrative
stable
stability
invite
invitation
general
generality
normal
normality
metal
metallic
academic
academy
celebrate
celebrity
silence
vital
react
seizure
vocal
minor
season
overt
bureau
beautiful
imply
oblige
reveal
October
aspire
unusual
unable
computer
providing
erosion
social
society
prepare
preparation
relate
relative
pose
position
compete
competition
Ambiguous vowels ‘au’, ‘aw’,
‘al’
audition
audience
author
trauma
auction
daughter
nausea
laundry
claw
lawyer
awesome
yawning
awful
awkward
falter
walnut
alter
although
hallway
waltz
period
periodic
emphasis
emphatic
criticise
critic
local
locality
vital
vitality
Prefixes ‘en’ and ‘em’
Suffixes ‘ist’ and ‘ism’
enhance
enforce
engross
engage
entitlement
employment
empathise
empower
embark
emergency
Prefixes ‘sur’, ‘ex’, ‘pre’ and
‘post’
dentist
machinist
cartoonist
stylist
cyclist
optimism
criticism
absenteeism
professionalism
realism
average
calculator
camera
somebody
anything
everywhere
customer
families
libraries
Wednesday
surcharge
surface
surpass
surplus
surprise
surround
exhaust
expire
excellence
explode
uncommon
reduction
election
deliver
remember
condition
tomorrow
whoever
December
November
Words for creating and
linking texts
expensive
explore
prehistoric
prefix
precaution
prepay
postgraduate
postpone
postscript
postdate
besides
despite
except
unless
afterwards
finally
lastly
neither
though
meanwhile
impossible
impatient
illogical
illegal
ignorant
ignoble
inappropriate
invisible
irregular
irreversible
awesome
drawer
autumn
authority
cautious
altogether
always
almost
palm
walk
Consolidation
boutique
mosque
technique
oblique
barbeque*
antique
opaque
unique
plaque
marquee
(*may also
be spelt with
‘cue’)
Suffix — ‘ion’ to base
words ending in ‘e’ and ‘de’
congratulat
e
congratulat
ion(s)
translate
translation
vegetate
vegetation
fascinate
fascination
devastate
devastation
Consolidation
therefore
initially
otherwise
previously
rather
consequently
in conclusion
for example
as a result
rather than
opposite
opposition
explode
explosion
decide
decision
persuade
persuasion
conclude
conclusion
U
n
it
5
Advanced homophones
Prefixes – ‘hyper’, ‘inter’,
‘sub’ and ‘intra’
Suffixes – ‘wise’
Complex consonants ‘ch’
(digraph) and ‘qu’ (blend)
Prefixes – ‘mono’, ‘semi’ and
‘cent’
Prefixes – ‘milli’, ‘pent’ and
‘octo’
Words adopted from
other languages
cereal
serial
board
bored
vary
very
queue
cue
course
coarse
hyperlink
otherwise
likewise
widthwise
waterwise
lengthwise
clockwise
monochrome
chef
encore
restaurant
accent
cabinet
perfume
yacht
freight
landscape
balcony
through
threw
symbol
cymbal
guest
guessed
principle
principal
lesson
lessen
hyperventilat
e
hyperactive
submerge
submarine
subscribe
hyperthermia
subconscious
substandard
hypersensi
tive
interview
internet
interstate
interface
intranet
intraschool
intravenous
intrastate
intramuscu
lar
anticlockwise
chronic
character
choir
chemist
stomach
anchor
liquid
qualify
equivalent
picturesque
inquisitive
equestrian
quarantine
international
U
n
it
6
U
n
it
7
Consonant alternation —
silent to sounded
resign
resignation
column
columnist
soften
soft
crumb
crumble
debt
debit
sign
signal
bomb
bombard
sign
signature
fasten
fast
muscle
muscular
Difficult words
separate
leisure
awkward
appreciate
jewellery
previously
manageable
miscellaneous
mortgage
knowledge
U
n
it
8
Suffixes ‘fy’ and ‘ee’
necessary
noticeable
occasionally
parallel
particularly
personnel
subtle
yacht
technique
possession
justify
horrify
identify
magnify
notify
qualify
simplify
mystify
classify
verify
testify
employee
evacuee
refugee
trainee
interviewee
payee
nominee
trustee
devotee
evacuate
investigate
nominate
operate
populate
regulate
separate
delegate
abbreviate
concentrate
semiprecious
semidetached
semicircle
centipede
centimetre
million
millionaire
millimetre
millipede
pentagon
pentagram
pentathlon
octopus
October
octagon
Suffixes ‘ant’ and ‘ent’
advertise
apologise
criticise
maximise
minimise
recognise
utilise
synthesise
formalise
rationalise
migrant
assistant
attendant
consonant
participant
occupant
servant
dependant
contestant
confident
cartoon
umbrella
gallery
coffee
orchestra
hamburger
abseil
noodle
banana
safari
Consolidation
president
dependent
resident
respondent
persistent
excellent
apparent
accident
different
independent
Greek roots - ‘auto’, ‘cycl’
and ‘poly’
Words from other
languages
Greek roots — ‘therm’ and
‘dec’
Latin stem — ‘decem’ and
‘voc’
Suffixes – ‘tion’ and ‘ion’
autograph
automobile
guitar
mosquito
macaroni
balcony
thermometer
absorption
detention
autobiograph
y
autobiograp
hic
automatic
automatically
autopilot
autonomy
automated
cycle
bicycle
cyclone
recycle
encyclopedia
polygon
polyhedron
polyester
polygram
polystyrene
monopoly
Greek roots – ‘aster’,
‘scope’ and ‘hydro’
asteroid
astrology
astrologer
astronomy
astronomer
astronaut
asterisk
stethoscope
telescope
gyroscope
12
Suffixes ‘ate’ and ‘ise’
monotone
monorail
monopoly
semiprofes
sional
periscope
kaleidoscope
horoscope
hydrant
hydrotherapy
dehydrate
rehydrate
hydration
hydroponics
hydrolysis
delicatessen
umbrella
ambulance
camouflage
unique
beige
bizarre
yoghurt
muesli
sushi
piano
restaurant*
cappuccino*
spaghetti*
amateur*
bouquet*
*Revision
words from
Year 5 Unit
7
words
Prefixes – ‘pro’ and ‘fore’
praiseworthy
afterthought
commonplace
pigeonhole
underground
masterpiece
checkerboard
troublemaker
firefighter
paperback
thermal
ectotherm
endotherm
thermostat
hypothermi
a
hyperthermia
decade
December
decagon
decathlon
decahedron
decibels
decimal
decimate
decimetre
vocal
voice
vocation
vocabulary
Dictionary skills and word
games
proactive
pronoun
prognosis
promotion
projection
foreshadow
foreground
forethought
forefinger
forecast
resuscitation
contradiction
detection
collection
competition
education
illustration
invitation
instruction
Consolidation
pollution
explanation
decision
impression
conclusion
opinion*
illusion*
pension*
question*
*Suffix
added to
word stem
13
APPENDIX 4
Metalinguistic awareness involves:
 thinking and talking about the features of language as
distinct from meaning
 making judgments about correctness of use
 developing the concept of the spoken word as a segment of
spoken language
 separating language into words
 making judgments about word length
 accounting for each spoken word one by one
 understanding concepts such as first, last, second, middle
and be able to apply those
 understandings to concepts such as first word, last word
 understanding that first in time (spoken) is represented by
first in space (written)
 Understanding about form constancy.
Metalinguistic Awareness is the umbrella term which includes
phonological awareness and phonemic awareness.
Phonological awareness involves:
 attending to the features of words, such as the number of
syllables within words
 attending to the specific sounds within words allowing
awareness of rhyme and alliteration
 Being able to separate words into onset and rime.
Phonological awareness skills are developed in the Emergent Stage
and continue to be used in all the later stages to inform spelling
Phonemic awareness involves:
 attending to the phonemes with words
 being aware of the individual sounds within words
 being able to segment words into phonemes and to blend
phonemes into words
 The ability to fully segment words into phonemes is a useful skill
for spelling. However, it is important to remember that phonemic
awareness is part of a hierarchy of metalinguistic skills, with the
ability to think about language itself being a prerequisite.
 Phonemic awareness is essential to the understanding of how the
graphophonic system works. It must however, be accompanied
by letter awareness – an awareness of letter names and shapes.
With these two sets of understandings, a student will be better
placed to begin to learn how to use the graphophonic code.
14
Phonemic Awareness skills are a subcategory of metalinguistic
awareness skills. It is essential for reading and writing. ‘Children
who have phonemic awareness learn to read more easily than
children who do not. At the same time, instruction in alphabet
recognition, letter sounds and concept of word increases a child’s
phonemic awareness’. (Words Their Way pg 96)
Graphophonic awareness involves:





having the ability to use spoken language
having an appreciation of written texts
understanding how written texts work
being aware of print conventions
becoming aware of the names, shapes and sounds that constitute
the letters of the alphabet (letter awareness)
 understanding letter-sound association
When teaching about the graphophonic system it is essential to
start with authentic texts that are familiar to the students.
The importance of building on students’ prior knowledge and experiences
is well understood. Making the links between new and existing
knowledge is vital if students are to build upon a coherent knowledge
schema.
The stages of spelling development provide a succinct snapshot of
typical developmental stages in spelling.
15

Spelling - Coolabunia State School

Transcription

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