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. 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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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.
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.
1
2
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
I. Coolabunia Phonics Checklist
II. 29 Spelling Strategies
III. Common Words desk mat
IV. Metalinguistic and Graphaphonic Awareness
3
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 single-
syllable 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.
See ‘Words Their Way’ 4th Ed pg 12
4
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.
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.
See ‘Words Their Way’ 4th Ed pg 13
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.
Students can now use most vowel patterns in single syllable words correctly
polysyllabic words are now the instructional focus.
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.
See ‘Words Their Way’ 4th Ed pg 14
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,
See ‘Words Their Way’ 4th Ed pg 14
5
WHAT SHOULD BE TAUGHT IN AN EFFECTIVE SPELLING PROGRAM?
We teach students to spell using The Four Orthographic Knowledges.
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.
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.
Teachers need to teach:
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.
Teachers need to teach:
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
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.
Teachers need to teach:
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.
6
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:
Curriculum into the classroom (C2C) — Spelling P–10
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.
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
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 Word Sorts Blind 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
Draws students’ attention to sound. It is the first aspect of a word a speller has for a reference.
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.
Important foundation for pattern sorts.
Aural Sort
Students are given a key word or a picture to match to.
Call word aloud without showing.
When the printed word is revealed the response is checked immediately.
Writing Sort
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:
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.
9
Concept Sort Homograph/Homograph
Sort Root Stems/Affix Sorts
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.
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.
Sorting homographs into grammatical categories by part of speech enriches vocab while paying attention to syllable stress.
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.
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.
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.
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.
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.
12
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) .
13
Document 1: Words Their Way Spelling indicators
WTW Spelling indicators P 1 2 3 4 5 6 7
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
14
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
15
Document 2: Australian curriculum, English content descriptions: Spelling
Prep Students: by E
xpre
ssin
g a
nd
dev
elo
pin
g
idea
s 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
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
Know how to use onset and rime to spell words
breaking words into onset and rime, for example c/at
building word families using onset and rime, for example h/ot, g/ot, n/ot, sh/ot, sp/ot
So
un
d a
nd
lett
er
kno
wle
dg
e
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
identifying rhyme and syllables in spoken words
identifying and manipulating sounds (phonemes) in spoken words
identifying onset and rime in one-syllable spoken words
Y 1 Students: by
Exp
ress
ing
an
d
dev
elo
pin
g id
eas
Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words
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')
So
un
d a
nd
lett
er k
no
wle
dg
e
Manipulate sounds in spoken words including phoneme deletion and substitution
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)
Recognise sound --- letter matches including common vowel and consonant digraphs and consonant blends
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.
Y 2 Students: by
Exp
ress
ing
an
d
dev
elo
pin
g
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
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
So
un
d a
nd
lett
er
kno
wle
dg
e 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’
16
Y 3 Students: by
Exp
ress
ing
an
d
dev
elo
pin
g id
eas
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); three-letter clusters (for example 'thr', 'shr', 'squ'); visual knowledge (for example more complex single syllable homophones such as 'break/brake', 'ate/eight'); morphemic knowledge (for example inflectional endings in single syllable words, plural and past tense); generalisations (for example to make a word plural when it ends in 's', 'sh', 'ch', or 'z' add 'es')
Recognise high frequency sight words
becoming familiar with most high-frequency sight words
Y 4 Students: by
Exp
ress
ing
an
d d
evel
op
ing
idea
s
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')
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'
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
Exp
ress
ing
an
d
dev
elo
pin
g id
eas 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’
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’
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
Exp
ress
ing
an
d
dev
elo
pin
g id
eas
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
using a dictionary to correct students’ own spelling
Y 7 Students: by
Exp
ress
ing
an
d
dev
elo
pin
g id
eas
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.
17
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 C2C
Unit
Other
Programs
Used
Words Their Way
Oral vocabulary growth
Unit 1
Unit 2
Unit 3
Unit 4
Support a
Talker Program
Emergent
Wor
ds
Their W
ay s
tage
: Emerg
ent
,
Lett
er
Name -
Alphabet
ic
Phonological awareness
Unit 1
Unit 2
Unit 3
Unit 4
Metalinguistcs
Kit
Emergent
Alphabet knowledge
Unit 2
Unit 3
Unit 4
Jolly Phonics-
42 Sounds
Emergent
Letter Name Alphabet
Letter-sound knowledge
Concept of word in text
Unit 3
Unit 4
Jolly Phonics-
42 Sounds
Emergent
Letter Name Alphabet
Phonological Visual Morphemic Etymological
18
Document 3. Coolabunia Scope and Contents by Year
Year 1 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
Year Content Descriptors C2C Unit
WTW Unit in Word Sort book: Word Sorts for *
Spellers
WTW
Stage
op, ot, og
et, eg, en
ug, ut, un
ip, ig, il
Short vowels before
ng, nt, nd, nk, mp
Wor
ds
Their W
ay s
tage
: Lett
er N
ame -
Alphabet
ic, W
ithin W
ord P
atte
rn
Final /k/ sound
ck, ke, k
Unit 2 Within Word Pattern
– Unit 2
Short ‘e’ spelled ‘ea’ (e.g. lead, head, bread) 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
Within Word Pattern
Spellers -Unit 2
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 Within Word Pattern
- 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
Phonological Visual Morphemic Etymological
19
Document 3. Coolabunia Scope and Contents by Year
Year 2 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
Year 2 Content Descriptors C2C Unit
WTW Unit in Word Sort
book: Word Sorts for
* Spellers
Initial Sounds-Consonant Diagraphs and Blends
th, thr, br, cl, wh
Unit 1
Wor
ds
Their W
ay s
tage
: Lett
er N
ame -
Alphabet
ic, W
ithin W
ord P
atte
rn,
Sylla
bles
and
Aff
ixes
Final Sounds nd, ng, nt, mp Unit 1
Hard and soft /c/ — (e.g. coat, circus)
Hard and soft /g/ — (e.g. goat, general)
Unit 6 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)
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
Within Word
Pattern- Unit 5
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
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
Within Word
Pattern - Unit 9
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/
Unit 5
Comparatives and superlatives (e.g. hot, big, long, sad) Unit 4
Compound words (e.g. today, playground) Unit 8
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’
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
Phonological Visual Morphemic Etymological
20
Document 3. Coolabunia Scope and Contents by Year
Year 3 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
Year 3 Content Descriptors C2C
Unit
WTW Unit in Word Sort book:
Word Sorts for *
Spellers
Beginning complex consonant clusters
‘str’, ‘thr’, ‘scr’ and ‘squ’
Unit 3 Within Word Pattern-
Unit 7
Wor
ds
Their W
ay s
tage
: Lett
er N
ame -
Alphabet
ic, W
ithin W
ord P
atte
rn
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
Unit 3
Within Word Pattern-
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
Within Word Pattern-
Unit 5
Silent letters
‘gn’, ‘wr’ and ‘kn’ + More complex silent letters
Unit 2
Unit 7
Within Word Pattern-
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 2
Unit 3
Unit 5
Unit 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 Pattarn-
Unit 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)
Unit 4
Within Word Pattern-
Unit 9
Syllables and Affixes-
Unit 1
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 Affixes-
Unit 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 drop ‘e’ and add ‘-ing’ (e.g. date dating) and doubling (e.g. stop stopping)
Year 4 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
Year 4 Content Descriptors 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
Wor
ds
Their W
ay s
tage
: W
ithin W
ord P
atte
rn. Sylla
bles
and
Aff
ixes
Open and closed syllables
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
Words with ‘e’ making preceding vowel long
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
Relations-
Unit 5; Unit 6;
Unit 7
Phonological Visual Morphemic Etymological
22
Document 3. Coolabunia Scope and Contents by Year
Year 5 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
Year 5 Content Descriptors 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
Wor
ds
Their W
ay s
tage
: Sylla
bles
and
Aff
ixes,
Deriva
tion
al Relation
ships
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 -est’, ‘-iest’ and ‘-ier’ Unit 4
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-’
ways’, ‘-wards’: change the ending to ‘-ick’ when adding ‘ing’ to words ending in ‘ic’
(e.g. panic panicking)
Unit 1
Unit 2
Unit 3
Unit 6
Unit 7
Syllables and
Affixes
Unit 5
Unusual plurals
Homophones in two syllable words Unit 5 Syllables and
Affixes-Unit 8
More complex compound words Unit 8
Latin roots: brevis: cedo: mal : meter: bene: ped Unit 8 Derivational
Relations- Unit 4
Unit 6
Norse words
Explanation of concept of Norse word origins
Unit 4
Phonological Visual Morphemic Etymological
23
Document 3. Coolabunia Scope and Contents by Year
Year 6 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
Year 6 Content Descriptors C2C Unit
WTW Unit in Word Sort
book: Word Sorts for
* Spellers
Hard and soft ‘g’ - revision Unit 1 Syllables and
Affixes Unit 6
Wor
ds
Their W
ay s
tage
: Sylla
bles
and
Aff
ixes,
Deriva
tion
al Relation
ships
Ambiguous vowels
au’, ‘aw’ and ‘al’ (e.g. audience, plausible, claw, although, awning)
Unit 4 Syllables and
Affixes – Unit 3
‘i’ before ‘e’ exceptions
after letter ‘c’ (e.g. receive) and ‘e’ preceding ‘-igh’ (e.g. sleigh, height,
weight)
Unit 1
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 1
Unit 2
Unit 5
Unit 6
Unit 7
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); second syllable (e.g. a-LERT, to-DAY)
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
Year 7 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
Year 7 Content Descriptors C2C Unit
WTW Unit in
Word Sort
book:
Word Sorts for
* Spellers
Ambiguous vowels
'aw, 'au', 'al', 'augh' and 'ough'
Unit 1
Wor
ds
Their W
ay s
tage
: Sylla
bles
and
Aff
ixes,
Deriva
tion
al Relation
ships
Word endings
‘-ary’, ‘-ery’ and ‘-ory’ (e.g. customary, cemetery, auditory)
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-:
Difficult words Open and closed syllables Words from other
languages
Suffixes — ‘ly’, ‘y’ and ‘ty’ Suffixes — ‘able’, ‘ible, ‘ous’ and ‘eous’
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
gladly
lonely
honestly
thoroughly
sincerely
lately
suddenly
usually
quietly
reluctantly
happily
noisy
courtesy
enquiry
entirety
specialit
y
generosit
y
security
similarity
humidity
fashionabl
e
suitable
comfortab
le
favourable
agreeable
changeable
responsibl
e
horrible
eligible
incredible
possible
edible
visible
joyous
dangerous
mysterious
humorous
famous
gorgeous
courteous
Unit 8
Diagnostic assessment
Latin stems — ‘brevis’,
‘cedo’, ‘mal’, ‘meter’, ‘bene’
and ‘ped’
More complex compound
words
Uncommon plurals
Dictionary skills and word games
Consolidation
briefly
abbreviate
abbreviation
proceed
precede
recede
succeed
malformatio
n
malfunction
perimeter
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
11
C2C Weekly suggested spelling list — Year 6
Week 1 Week 2 Week 3 Week 4 Week 5
Unit 1
Diagnostic assessment
Homophones
Suffixes — ‘ance’, ‘ence’
Consonant patterns — ‘gh’
and ‘ph’
Suffixes ‘tion’ and ‘sion’
Hard and soft ‘g’
Hard and soft ‘c’
Prefixes — ‘im’, ‘il’, ‘ig’, ‘in’,
‘ir’
Ambiguous vowels — ‘aw’,
‘au’, ‘al’
queue
cue
cent
sent
guest
guessed
reign
rain
course
coarse
acceptance
appearance
guidance
defiance
instance
dependence
confidence
patience
intelligence
difference
although
thorough
brought
bought
tonight
physician
geography
symphony
trophy
alphabet
completion
production
reduction
competition
explanation
persuasion
conclusion
impression apprehension
decision
gallery
argument
guilty
guarantee
governed
genius
generosity
gesture
sergeant
manager
campus
candle
country
concert
cancel
percentage
cement
certain
ceiling
cyclone
impossible
impatient
illogical
illegal
ignorant
ignoble inappropriate
invisible
irregular
irreversible
awesome
drawer
autumn
authority
cautious
altogether
always
almost
palm
walk
Unit 2
Prefixes — ‘anti’ and ‘ante’
Latin stem — ‘grad’ and
‘gress’
Diphthongs in two or more
syllable words
Greek roots — ‘gram’,
‘micro’ and ‘geo’
Vowel alternation — long
to short
Complex word endings
patterns — ‘gue’ and ‘que’
Consolidation
antibiotic
antibody
antidote
antisocial antiseptic
antibacterial
anticlockwise
anticlimax
antenatal
anteroom
grade
gradual
graduate
downgrade
centigrade
congress
progress
aggressive
regress
transgression
mouthful
council
fountain
doubtfully boundaries
rewound
dismount
mountain
kilogram program
diagram
tangram
microscopic
microphone
microwave
microbiologis
t
geology
geography
geometric geologist
nature
natural
please
pleasant
reduce
reduction
divide
division
know knowledge
receive
reception
athlete
athletic
serene
serenity
cave
cavity
write
written
vague
league
plague
intrigue
catalogue
epilogue
fatigue
colleague
tongue meringue
boutique
mosque
technique
oblique
barbeque*
antique
opaque
unique
plaque
marquee (*may also be spelt with ‘cue’)
Unit 3
Vowel alternation — long
vowel to schwa
Vowel alternation — short
vowel to schwa
Accented 1st syllable Accented 2nd syllable Suffix — ‘ion’ to base
words ending in ‘e’ and ‘de’
major
majority
able
ability
narrate
narrative
stable
stability
invite
invitation
social
society
prepare
preparation
relate
relative
pose
position
compete
competition
general
generality
normal
normality
metal
metallic
academic
academy
celebrate
celebrity
period
periodic
emphasis
emphatic
criticise
critic
local
locality
vital
vitality
silence
vital
react
seizure
vocal
minor
season
overt
bureau
beautiful
average
calculator
camera
somebody
anything
everywhere
customer
families
libraries
Wednesday
imply
oblige
reveal
October
aspire
unusual
unable
computer
providing
erosion
uncommon
reduction
election
deliver
remember
condition
tomorrow
whoever
December
November
congratulat
e
congratulat
ion(s)
translate
translation
vegetate
vegetation
fascinate
fascination
devastate
devastation
opposite
opposition
explode
explosion
decide
decision
persuade
persuasion
conclude
conclusion
Unit 4
Ambiguous vowels ‘au’, ‘aw’,
‘al’
Prefixes ‘en’ and ‘em’
Suffixes ‘ist’ and ‘ism’
Prefixes ‘sur’, ‘ex’, ‘pre’ and
‘post’
Words for creating and
linking texts
Consolidation
audition
audience
author
trauma
auction
daughter
nausea
laundry
claw
lawyer
awesome
yawning
awful
awkward
falter
walnut
alter
although
hallway
waltz
enhance
enforce
engross
engage
entitlement
employment
empathise
empower
embark emergency
dentist
machinist
cartoonist
stylist
cyclist
optimism
criticism
absenteeism professionalism
realism
surcharge
surface
surpass
surplus surprise
surround
exhaust
expire
excellence
explode
expensive
explore
prehistoric
prefix
precaution
prepay
postgraduate
postpone
postscript postdate
besides
despite
except
unless
afterwards
finally
lastly
neither
though
meanwhile
therefore
initially
otherwise
previously
rather
consequently
in conclusion
for example
as a result
rather than
12
Unit 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
through
threw
symbol
cymbal
guest
guessed
principle
principal
lesson lessen
hyperlink hyperventilat
e
hyperactive hyperthermia
hypersensitive
interview
internet
interstate
interface international
submerge
submarine
subscribe subconscious substandard
intranet
intraschool
intravenous
intrastate intramuscular
otherwise
likewise
widthwise
waterwise
lengthwise
clockwise anticlockwise
chronic
character
choir
chemist
stomach
anchor
liquid
qualify
equivalent
picturesque
inquisitive
equestrian
quarantine
monochrome
monotone
monorail
monopoly
semiprofes
sional semiprecious
semidetached
semicircle
centipede
centimetre
million
millionaire
millimetre
millipede
pentagon
pentagram
pentathlon
octopus
October octagon
chef
encore
restaurant
accent cabinet
perfume
yacht
freight
landscape balcony
cartoon
umbrella
gallery
coffee orchestra
hamburger
abseil
noodle
banana safari
Unit 6
Consonant alternation —
silent to sounded
Suffixes ‘fy’ and ‘ee’
Suffixes ‘ate’ and ‘ise’ Suffixes ‘ant’ and ‘ent’
Consolidation
resign
resignation
column
columnist
soften
soft
crumb
crumble
debt
debit
sign
signal
bomb
bombard
sign
signature
fasten
fast
muscle
muscular
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
advertise
apologise
criticise
maximise
minimise
recognise
utilise
synthesise
formalise
rationalise
migrant
assistant
attendant
consonant
participant
occupant
servant
dependant
contestant
confident
president
dependent
resident
respondent
persistent
excellent
apparent
accident
different
independent
Unit 7
Difficult words Greek roots - ‘auto’, ‘cycl’
and ‘poly’
Words from other
languages
Greek roots — ‘therm’ and
‘dec’
Latin stem — ‘decem’ and
‘voc’
Suffixes – ‘tion’ and ‘ion’
separate
leisure
awkward
appreciate
jewellery
previously
manageable miscellaneous
mortgage
knowledge
necessary
noticeable
occasionally
parallel
particularly
personnel
subtle
yacht
technique
possession
autograph
automobile autobiograph
y
autobiograp
hic
automatic automatically autopilot
autonomy
automated
cycle
bicycle
cyclone
recycle encyclopedia
polygon
polyhedron
polyester
polygram
polystyrene
monopoly
guitar
mosquito
macaroni
balcony delicatessen
umbrella
ambulance
camouflage
unique
beige
bizarre
yoghurt
muesli
sushi
piano
restaurant*
cappuccino*
spaghetti*
amateur*
bouquet*
*Revision
words from
Year 5 Unit
7
thermometer
thermal
ectotherm
endotherm
thermostat
hypothermi
a hyperthermia
decade
December
decagon
decathlon
decahedron
decibels
decimal
decimate
decimetre
vocal
voice
vocation
vocabulary
absorption
detention resuscitation
contradiction
detection
collection
competition
education
illustration
invitation
instruction
pollution
explanation
decision
impression
conclusion
opinion*
illusion*
pension*
question*
*Suffix
added to
word stem
Unit 8
Diagnostic assessment
Greek roots – ‘aster’,
‘scope’ and ‘hydro’
More complex compound
words
Prefixes – ‘pro’ and ‘fore’
Dictionary skills and word
games
Consolidation
asteroid
astrology
astrologer
astronomy
astronomer
astronaut
asterisk
stethoscope
telescope
gyroscope
periscope
kaleidoscope
horoscope
hydrant
hydrotherapy
dehydrate
rehydrate
hydration
hydroponics
hydrolysis
praiseworthy
afterthought
commonplace
pigeonhole
underground
masterpiece
checkerboard
troublemaker
firefighter
paperback
proactive
pronoun
prognosis
promotion
projection
foreshadow
foreground
forethought
forefinger
forecast
13
14
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.
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)
15
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.