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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.
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.
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
https://learningplace.eq.edu.au/cx/resources/file/64032b89-6bac-f41d-9983-
90b6dfb51b73/1/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
7
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.
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-f164-8861-1d6c-
0a774a7d0128/1/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:
To develop a general knowledge of English Spelling. Teaches students to examine words to discover generalisations about English spelling;
8
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.
10
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.
11
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.
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)
Unit 4 Within Word Pattern-
Unit 7
Compound wordsMore complex compound words
multisyllabic words
Unit 1
Unit 7
Prefixes
in-, im-: fore-: en-: unaccented ‘a’: unaccented ‘be’
Unit 6
Unit 7
Within Word Pattern-
Unit 8
Suffixes -ful: -ly: -ness Unit 6
Greek and Latin roots
cent: graph: in: port: circ: oct: re: dec
Unit 8 Derivational Relations-
Unit 1: Unit 5: Unit 7:
Phonological Visual Morphemic Etymological
21
Document 3. Coolabunia Scope and Contents by Year
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-’
Unit 1
Unit 3
Unit 5
Unit 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 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
decision)
Unit 3 Derivational
Relations Unit 3
Homophones
revision
Unit 5 Syllables and
Affixes Unit 8
More complex compound words 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
Phonological Visual Morphemic Etymological
24
Document 3. Coolabunia Scope and Contents by Year
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-:
micro-, mega- and macro-
Assimilated 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 1
Unit 2
Unit 3
Unit 5
Unit 7
Unit 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
Tenses and plurals
Unusual past and present tense and plurals (e.g. break broken, bring
brought)
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
More complex 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 4
Unit 5
Unit 6
Unit 7
Derivational
Relations
Unit 5-7
Phonological Visual Morphemic Etymological
25
1
Document 6 – C2C Weekly Spelling Lists
C2C Weekly suggested spelling list — Year 1
Week 1 Week 2 Week 3 Week 4 Week 5
Unit 1
Diagnostic
assessment
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
bud
red
pet
rod
hot
brim
crab
crop
drag
drip
frog
from grub
grin trip
blot
clap
club
flag
flat
glad
plug
plus
slip slow
scab
skip
skin
smog
small
snap
spill
spot
stop step
Unit 2
Final blends —
nt, nd, nk, mp
and st
Diphthongs —
‘oi’ and ‘oy’
Contractions —
word + ‘is’ and
word + ‘not’
Short /e/ spelt
‘e’ and ‘ea’
Consolidation
ant
went
and
send bank
sink
camp
bump
best must
boy
joy
toy
soy toys
coin
boil
oil
join foil
it’s
that’s
he’s
she’s here’s
can’t
didn’t
wasn’t
isn’t don’t
web
them
yes
egg next
head
bread
thread
spread breath
Unit 3
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
size
home
note huge
cute
rain
sail
day
play
be
me
team
week
my by
go
no
oat
road
boat
new
few grew
due blue
chin
chat phone
photo
shop
shut
this they
what when
off cuff staff bell call
hill glass dress jazz buzz
Unit 4
Final digraphs
— ‘ck’, ‘sh’, ‘ch’
Plurals — more
than one adding
‘s’
Ambiguous vowels — ‘oo’ long sound
Ambiguous vowels — ‘oo’ short sound
Consolidation
back
kick
lock
sock
fis
cash
dish each
much lunch
bags
girls
games
cakes nails
boys
toys
trays
days keys
too
boot
tool
food
poo
roof
soon room
tooth school
book
look good
took
foo
hood
cook wood
hook stood
2
Unit 5
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
won
be
bee
for four
give
love
have
live
move
some
none
gone done come
far
car
star
art
her
were
term
sir
bird
girl
for
born
cord
fork
pork
horn
fur
hurt
turn burn
helped
jumped
picked
asked
missed
walked played ended packed crossed
Unit 6
Days of the week
Seasons
Blends — ‘qu’ and
‘tw’
Ambiguous sounds of ‘o’ Diphthongs — ‘ou’
and ‘ow’
Consolidation
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
summer
autumn
winter
spring
quit
quiz
queen
quail
quack
quick
twig
twin
twit
two*
*the
letters
‘t’ and
‘w’ in
this
example
only
makes
the
single ‘t’
sound
on
off
doll
of
cold
front
for
golf
son
won
out
our
foul
sour
loud
cow
now
how
down
town
Unit 7
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
dishes
brushes
wishes
bushes
crashes
dresses
classes
glasses
atlases
buses
gases
foxes
boxes
taxes
faxes
singer
teacher
builder
painter
player
leader
printer
cleaner
farmer
worker
going
ending
playing
eating
flying
talking
jumping
cooking
sleeping
reading
it’s
she’s
he’s
who’s
what’s
can’t
isn’t
didn’t
you’re we’re
Unit 8
Diagnostic
assessment
Ordinal numbers 1st
to 10th
Names of colours
Simple Compound words Dictionary skills
and word games
Consolidation
first
second
third
fourth
fifth
sixth
seventh
eighth
ninth
tenth
orange
yellow
green
blue
white
black
grey
brown
pink
purple
today
bedroom
playground
downstairs
outside
birthday
homework
lunchbox
timetable
classroom
3
C2C Weekly suggested spelling list — Year 2
Week 1 Week 2 Week 3 Week 4 Week 5
Unit 1
Diagnostic
assessment
Final blends — ‘nd’, ‘nk’, ‘nt’ and ‘mp’
Diphthongs ‘ou’ and ‘ow’
Long /e/ — ‘e’, ‘ee’, ‘ea’ and ‘y’
Long /a/ — ‘a’, ‘ai’, ‘a_e’ and ‘ay’
send
wind
hand
bank
drink
went
plant
jump
stamp
lamp
our
out
round
about
house
now
how
down
brown
town
behind
between
because
need
meet
teach
read
busy
family
story
April
sail
ate
made
Sunday
Monday
Tuesday
Wednesda
y
Thursday
Friday
Saturday
Unit 2
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
Consolidation
find
kind
mind
blind
grind
wild
mild
child
sigh
high
coin
point
noise
boy
enjoy
good
soon
would
could
should
you’re
we’re
they’re
I’ve
you’ve
we’ve
they’ve
could’ve
would’ve
should’ve
roll
cold
gold
fold
told
bolt
most
post
comb
both
Unit 3
Long vowel patterns
ī — ‘y’ and ‘i_e’
ō — ‘oa’ and ‘o_e’
Long vowel
patterns
ā — ‘ei’ and
‘a_e’
ē — ‘ie’ and
‘ea’ ī — ‘igh’ and ‘i_e’
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’
why
sky
try
wipe time
goat
toast
globe
those drove
veil
eight
brave
field
brief
dream
high
night glide shine
grow
snow
post
most
comb
both
you
use
cube June
scrap
screw
screen
strip street
string
stretc
h
sprain
spray spring
throw
three
thread
shred
shrink
shriek
square
squint
squash squeal
Unit 4
Comparatives and
superlatives
Plurals — change
‘y’ to ‘i’ and ‘f’ to
‘v’
Adding ‘ing’ to
regular verbs — no
change and doubling
Prefixes — ‘un’
and ‘re’
Consolidation
hot
hotter
hottest
big
bigger
biggest
long
longer
longest
flie
s
babi
es
citie
s
ladi
es
stor
ies
copies leaves calves knives shelves
helpin
g
asking
talkin
g
workin
g counting
shopping
patting
dropping
flipping
stopping
undo
unfol
d
uncle
an
unkin
d
unwra
p
redo
remake replay
return reuse
4
Unit 5
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
won
one
for
four
they’re
their
there
knee
know
knew
knife
knot
wrote
write
wrap
wrong
wrist
calf
palm
talk
walk
half
arm
card
park
care
rare
stare
air
hair
chair
term
verse
year
hear
deer
cheer
girl
third
fire
hire
storm
short
sport
more
sore
wore
burn
nurse
curve
cure
sure
flooded
needed
waited
shouted
headed
peaked
cooked
looked
hooked
leaked
joined
sailed
poured
cooled
screamed
Unit 6
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)
Consolidation
coat
card
cave
coin
cake
curl
cast
circle
cent
centre
city
face
dance
voice
once
goat
goal
gate
gone
game
garden
guess
stage
germ
page
gym
age
gem
huge
giant
remind
reuse
refill
replay
refer
unfair
unpack
unfold
unkind
unlock
update
uphill
upset
upstairs
upload
could
should
would
flood
blood
head
measure
thread
bread
health
weather
feather
heavy
breakfast
ready
Unit 7
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
dirty
thirsty
healthy
sticky
rainy
bumpy
funny*
*double
final
consonant
bank
right
sink
march
suit
turn
watch
nail
chop
cast
beam
bark
bat
bill
back
sigh
high
thigh
sight
light
night
right
might
fight
tight
bright
fright
flight
delight
tonight
wash
want
watch
swap
swan
ward
warm
warn
swarm
word
work
world
worm
worse
worth
I’ve
you’ve
could’ve
should’ve
I’d
she’d
you’re
won’t*
weren’t
it’s
who’s
what’s
there’s
where’s
that’s
*spelling
changes
with
contraction
Unit 8
Diagnostic assessment
Ordinal numbers
Months of the year Compound words Dictionary
skills and
word games
Consolidation
eleventh
twelfth
thirteenth
fourteenth
fifteenth
sixteenth
seventeenth
eighteenth
nineteenth
twentieth
January
February
March
April
May
June
July
August
September
October
November
December
notebook
railway
keyboard
wheelchair
himself
herself
yourself
newspaper
rainbow
sunshine
farewell
without
afternoon
grandfather
grandmother
5
C2C Weekly suggested spelling list — Year 3
Week 1 Week 2 Week 3 Week 4 Week 5
Unit 1
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
waxes
matches
beaches
churches
lunches
waltzes
quizzes*
(*double
last
consonant)
close
closer
closest
far
further
furthest
rough
rougher
roughest
healthy
healthier
healthiest
calm
calmer
calmest
sport
short
fortnight
explore
support
export
flora
sour
flour
course
board
soar
turn
burn
nurse
or
oar
male
whole
hole
weather
whether
our
hour
break
brake
ate
eight
there
their
Unit 2
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’
Consolidation
gnat
gnaw
gnarl
gnome
wrap
write
wrote
wrong
wreck
wrist
knot
know
knee
knock
knight
found
about
bounce
how
brown
crowd
clown
plough
pause
saucer
August
crawl
straw
draw
taught
isn’t
won’t
wasn’t
weren’t
couldn’t
she’s
who’s
here’s
what’s
there’s
we’d
he’d
it’d
she’d
they’d
lodge
ledge
fridge
wedge
judge
bridge
badge
stage
huge
cage
page
change
charge
orange
village
Unit 3
Long vowel patterns
ā — ‘ei’, ‘eigh’,
‘ey’ and ‘aigh’ ē — ‘ei’, ‘eo’, ‘ey’ and ‘ie’
Long vowel patterns
ē — ‘i’, ‘ee’ and ‘ea’
ī — ‘ie’, ‘uy’, ‘iCC*’
and ‘i_e’ *i Consonant Consonant
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’
vein
weigh
sleigh
eighth
freight
eighteen
they
grey
prey straight
receive
either
people
honey
trolley
piece
chief
brief
believe movie
ski
taxi
screen
freeze sheep
please
clean
breathe
scream pie
lie
guy
buy
kind
sign
blind
climb
smile
twice quite
open
ocean
notice
phone
close
coast
coach
throat
though dough
unit
music
human
student
uniform
statue
rescue
knew
stew nephew
strain
straight
strange
strawberry stressful
three
thrill
threat
thrive through
script
scrunch
scratch
scribble scramble
squash
squirt
squawk
squirrel squeeze
much teach beach coach speech lunch attach which approach sandwich
catch
pitch
fetch
match watch
sketch
stitch
scratch
kitchen butcher
Unit 4
Unusual past tense Plurals — ‘f’ to ‘v’, ‘y’ to
‘i’ and words ending in
‘o’
Adding ‘ing’ — drop ‘e’ and
doubling
Plurals — no change and
mid or end word change
Consolidation
saw
fed
lost
felt
swam
paid
wore
kept
broke chose
froze
said
began
heard found
knew
thought
taught
bought brought
leaves
lives
halves
shelves hooves
thieves
parties
armies
families
replies
berries
countries
duties
heroes echoes
tomatoes
videos
pianos
photos radios
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
men
feet
dice
mice women
teeth
geese
children
people fungi
6
Unit 5
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
male
eight
ate
fate
fete
weigh
way
write right
people
title
angle
little
able
apple
bottle
candle
cycle
ankle
parcel
towel
travel
cancel
vowel
level
model
jewel
label
novel
thirsty
birthday
circus
thirty
thirteen
further
purple
hurting
curtain
player
person
certain
eraser
chapter
story
worthy
homework
before
wording working
father
discover
weather
other
answer
mother
sister
parent
party
solar
calendar
dollar
artist
garden
doctor
author
motor
visitor
actor sailor
grabbe
d
sobbed
shopped
planned
dropped
spotted
jogged
wrappe
d
tripped
slipped
served
agreed
loved
smiled
phoned
used
pasted
shared
joked tasted
Unit 6
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’
Consolidation
urge
barge
merge
large
charge
recharge
discharg
e
emerge
bulge
indulge
divulge
exchange
sponge
strange
lounge
change
range
arrange
hinge
fringe
easy
copy
carry
hurry
duty
diary
busy
many
fury
memory
softly
shortly
quietly
friendly
finally
partly
badly
gladly
slowly
lately
unable
unhappy
unusual
unclean
untie
return
repeat
replace
recall
remake
recycle
upright
upgrade
upon
upset
midday
midnight
midyear
midweek
midmorning
musician
politician
pedestria
n
Australian
librarian
tricky
funny
fizzy
greasy
greedy
hungry
speedy
sunny
shorten
straighten
strengthe
n
weaken
widen
flatten
golden
Unit 7
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
begin
below
beneath
before behave
believe
between
belong
behind beside
apron
basic
paper
table latest
bacon
even
lever
recent final
tiger
over
local
hotel motel
bonus
locate
moment
program music
letter
happen
kitten
sudden possum
traffic
rubbish
button
rabbit yellow
chicken
contact
contest
dentist fabric
insect
pencil
subject
doctor pumpkin
unsafe
inhale
rename
mistake escape
delete
complete
dislike
inside invite
admire
describe
remote
alone tadpole
postpone
telephone
telescope
accuse costume
tomb
comb
climb
lamb thumb
numb
crumb
plumber
doubt debt
dough
alright
midnigh
t
knight height
eight
freight
weight
thought
bought
Unit 8
Diagnostic assessment
Ordinal numbers —
revision
Greek roots and Latin
stems — ‘circ’, ‘oct’,
‘dec’, ‘cent’ and ‘re’
More complex compound
words
Dictionary skills and
word games
Consolidation
first
second
third
fourth fifth
sixth
seventh
eighth
ninth tenth
eleventh
twelfth
thirteenth
fourteenth fifteenth
sixteenth
seventeent
h
eighteenth
nineteenth twentieth
circle circus circuit circular octagon octopus octagonal October December decade
decagon cent century centipede centimetre centigrade recall reset repeat reply
notepaper screwdriver fingerprint dishwasher handwriting whenever thunderstorm watermelon strawberry everywhere
watercolour overview understand butterflies peppermint wheelbarrow whichever takeaway throwaway aftershock
7
C2C Weekly suggested spelling list — Year 4
Week 1 Week 2 Week 3 Week 4 Week 5
Unit
1
Diagnostic assessment Unusual plurals and past
tense
Compound words Doubling final consonant Word endings – ‘tch’ and
‘ch’
mice
indices
deer
geese
people
knives
loaves
thieves
videos
photos
shut
took
buried
knitted
said
heard
felt
found
lost
told
himself
herself
yourself
something
playground
without
everyone
anywhere
background
handwriting
everything
highlight
overlook
classroom
newspaper
breakfast
lunchbox
downstairs
daylight
fortnight
running
skipping
swimming
wrapping
shopping
quitting
dragged
patted
stopped
grinned
tripped
rubbed
trapped
grabbed
begged
hottest
bigger
spotty
sunny
knotty
latch
sketch
stitch
pitch
catch
hutch
patch
watch
stretch
which
approach
attach
bench
bleach
coach
lunch
reach
sandwich
speech
search
Unit
2
Silent letters — ‘gn’,
‘wr’ and ‘kn’ in more
complex words
Diphthongs ‘oi’ ‘oy’ ‘ow’
and ‘ou’
Long vowel patterns (ā, ī
and ō) in accented syllables
Long vowel patterns (ū
and ē) in accented
syllables
Consolidation
gnash
gnashed
gnashing
gnarled
gnocchi
gnome
wrist
wring
wreck
wrench
wrinkle
wrapped
knead
kneel
knoll
known
knotted
knitting
knuckle
knowledge
voice
avoid
noise
point
choice
moisture
employ
annoy
destroy
voyage
enjoy
allow
prowl
power
towel
amount
doubt
sound
scout
ground
bracelet
escape
baseball
essay
crayon
player
rainbow
painter
contain
explain
ninety
higher
frighten
tonight
remind
lonely
tadpole
below
owner
toaster
knew
tutor
skewer
amuse
student
useful
perfume
confuse
avenue
statue
ideal
season
peanut
disease
compete
supreme
agree
beetle
needle
succeed
Unit
3
Changing final ‘y’ to ‘i’
Doubling final
consonant
Two syllable homographs Unaccented final syllables —
‘le’ and ‘el’
Unaccented final syllables
— ‘il’ and ‘al’
Prefixes — ‘un’, ‘re’,
‘dis’ and ‘mis’
cries
replies
carries
ladies
parties
activities
angrily
easily
easiest
funniest
heaviest
studious
happiness
beginning
admitting
controlling
admitted
permitted
referred
committed
present
object
content
export
complex
protest
produce
refuse
conduct
record
principle
candle
example
double
miracle
staple
handle
vehicle
couple
tremble
jewel
fuel
caramel
level
quarrel
novel
hotel
tunnel
cancel
funnel
council
pencil
nostril
April
civil
tonsil
stencil
pupil
fossil
principal
normal
journal
animal
material
social
equal
festival
special
dental
hospital
unusual
unclean
unable
unhappy
uncommon
research
recharge
recycle
refill
remind
disagree
dishonest
discovery
disappear
disobey
mistrust
mistook
misspell
misprint
misbehave
Unit
4
Comparatives and
superlatives — adding
‘er’ and ‘est’
Homophones — one
syllable
Final syllables — ‘er’, ‘ar’
and ‘or’
Suffixes — ‘tion’, ‘ous’, ‘y’
and ‘ish’
Consolidation
calm
calmer
calmest
large
larger
largest
few
fewer
fewest
close
closer
closest
bright
brighter
brightest
weak
weaker
weakest
ate
eight
one
won
sail
sale
break
brake
way
weigh
right
write
new
knew
there
their
they’re
by
buy
bye
another
border
answer
reporter
gather
whether
rather
burglar
collar
lunar
solar
popular
regular
similar
familiar
mirror
meteor
cursor
editor
visitor
education
collection
illustration
concentration
separation
anxious
famous
jealous
disastrous
dirty
cloudy
thirsty
hungry
fussy
nosey
childish
foolish
stylish
longish
selfish
8
Unit
5
Homophones — two
syllable words
Prefix – ‘over’ and ‘under’,
Suffix – ‘ward’
Word endings — ‘dge’ and ‘ge’
Final syllables — ‘et’ and ‘it’
Final syllables — ‘ture’ and
‘sure’
Suffix — ‘ion’ added to
words ending in ‘ss’ and
‘ct’
pedal
peddle
higher
hire
weather
whether
chilly
chilli
patients
patience
bury
berry
allowed
aloud
manor
manner
carat
carrot
flower
flour
overtime
overlook
overcast
overload
overtake
overboard
overseas
underneath
undercover
underground
underarm
underwear
undercook
toward
backward
forward
upward
homeward
inward
outward
edge
badge
bridge
judge
knowledge
huge
page
stage
average
message
poet
magnet
planet
cricket
toilet
habit
digit
exit
visit
permit
feature
fracture
picture
nature
future
mixture
moisture
culture
texture
capture
pleasure
measure
treasure
leisure
reassure
closure
pressure
exposure
insure
unsure
expression
profession
impression
progression
discussion
confession
admission*
permission*
action
selection
*base word
ends in ‘t’
subtraction
direction
election
production
introduction
correction
instruction
construction
reaction
prediction
Unit
6
Hard and soft /c/
Homophone revision
Hard and soft /g/
Homophone revision
Prefixes — ‘in’, ‘im’, ‘fore’ and
‘en’
Suffixes — ‘ful’, ‘ly’ and
‘ness’
Consolidation
capital
coast
curve
cinema
circus
raced
cycle
cereal
centimetre
piece
peace
plane
plain
scents
cents
sense
guessed
guest
your
you’re
garden
guard
guide
guess
engine
large
general
gentle
orange
giant
medal
meddle
dear
deer
hire
higher
presence
presents
berry
bury
incomplete
incorrect
injustice
informal
invisible
inappropriate
incredible
immature
impatient
impossible
immobile
forearm
forecast
forehead
forehand
foreground
enforce
enable
encourage
enlighten
careful
colourful
hopeful
useful
painful
helpful
peaceful
thoughtful
closely
badly
daily
lately
quietly
slowly
loudly
darkness
sickness
awareness
goodness
weakness
Unit
7
Diphthongs and
ambiguous vowels — ‘ou’,
‘ow’, ‘ough’, ‘au’ and ‘aw’
Open and closed syllables Open and closed syllables Two or more syllable words
with ‘e’ making preceding
vowel long
More complex silent
letters
doubt
house
mouth
allow
towel
powerful
flower
thrown
follow
window
elbow
plough
although
pause
because
caught
daughter
draw
crawl
yawn
lazy
paper
basic
erase
local
frozen
hotel
modem
robot
photo
supper
dinner
pillow
pattern
mammal
river
level
never
second
children
apron
famous
native
legal
pilot
omit
notice
broken
student
music
happen
better
blossom
sister
winter
seven
model
planet
minute
lemon
vibrate
imitate
complete
extreme
athlete
supreme
ice-cream
ninety
retire
likeable
describe
surprise
wireless
lonely
envelope
tadpole
useful
amuse
refuse
umpire
autumn
column
solemn
condemn
hymn
sign
resign
design
designer
campaign
reign
foreign
listen
fasten
castle
whistle
wrestle
thistle
mistletoe
Christmas
Unit
8
Diagnostic assessment
Latin stems — ‘milli’, ‘cent’,
‘duo’ and ‘multi’
Greek root — ‘kilo’
Latin stems — ‘dent’, ‘mag’ and
‘aud’
Greek roots — ‘tele’
Dictionary skills and word
games
Consolidation
millimetre
millilitre
milligram
millipede
million
millionaire
kilogram
kilometre
century
centimetre
centenary
centennial
duo
dual
duality
multiple
multiplication
multiply
multicultural
multistorey
dental
dentist
denture
dentistry
orthodontist
magnify
magnification
magnitude
magnificent
audible
audience
audition
audiovisual
auditor
audio
auditorium
telephone
television
telescope
teleconference
9
C2C Weekly suggested spelling list — Year 5
Week 1 Week 2 Week 3 Week 4 Week 5
Unit 1
Diagnostic assessment Prefixes — ‘mis’, ‘un’, ‘dis’,
‘in’, ‘non’
Suffixes — ‘y’, ‘ly’
Comparatives and superlatives
Suffixes — ‘ful’, ‘less’, ‘ness’,
‘ment’
Silent letters Word endings — ‘le’,
‘el’, ‘il’, ‘al’
misjudge
mismatch
uncertain
uncommon
unbelievabl
e
disagree
disappear
incomplete
incorrect
informal
nonsense
nonfiction
rainy
hungry
closely
finally
previously
happily
busily
noisily
better
best
earlier
earliest
smaller
smallest
littler
littlest
thoughtful
playful
beautiful*
(*change ‘y’ to
‘i’)
pointless
careless
restless
likeness
closeness
awareness
employment
environment
management
know
knew
sign
reign
foreign
although
through
thorough
write
wreck
rhyme
rhythm
design
resign
height
weight
fright
answer
castle
listen
example
believabl
e
miserable
enviable
people
compel
dispel
propel
expel
travel
civil
pupil
peril
council
pencil
several
identica
l
vertical
material
social
Unit 2
Silent letters — ‘gn’,
‘st’, ‘mb’, ‘bt’, ‘gh’ and
‘ch’
Ambiguous vowels — ‘au’,
‘aw’ and ‘al’
Suffixes — ct + ‘ion’, ss + ‘ion’,
t + ‘ion’ and ‘e’ drop + ‘ion’
‘i’ before ‘e’ generalisation
exceptions
Consolidation
sign
design resign campaign castle
listen
whistle
crumb
climber thumb
plumber
debt
doubtful
subtle eight
night
caught
bought
thought
yacht
audio
author
auditory
audience
sauce
daughter
naughty
authority
awful
awkward
awesome
lawful
drawn
also
almost
always
although
altogether
alternativel
y called
introduction
direction
selection
correction instruction
expression
submission
transmissio
n
discussion profession
interruption
suggestion
prevention
exception communication
illustration
location
frustration
decoration pollution
vein
weigh
weird
their
reign
seize
either
neither
height
weight
freight
neighbour
leisure
foreign
caffeine
species
ancient
science
society
sufficient
Unit 3
Confusing words Two syllable homographs Digraphs — ‘gh’, ‘ph’
Blend — ‘qu’
Suffixes — ‘let’, ‘ling’, ‘ian’,
‘ship’, ‘hood’
Prefixes — ‘di’, ‘dia’,
‘de’
accept
except
advise
advice
affect
effect
bought
brought
loose lose
quite
quiet
practise
practice
stationar
y
stationer
y
of
off aloud allowed
present
object
content
export complex
protest
produce
refuse
conduct record
desert
subject
insert
extract project
minute
perfect
reject
research conflict
laugh
tough
rough
enough draught
laughter
graphics
alphabet photograph digraph
geography
biography
equator
equal conquer
quarter
question
equation
equipment inquiry
inlet
piglet
booklet
droplet leaflet
duckling
gosling
sibling
pedestrian librarian
musician
electrician
politician
citizenship
relationshi
p
friendship
leadership
childhood
parenthood likelihood
dissect dilate digest direct divert diameter diagonal diagram diagnosis dialogue
dialect decay decide deport delay depend debrief develop depress deploy
Unit 4
Comparatives and
superlatives — adding
‘ier’ and ‘iest’
Uncommon plurals Suffixes — ‘al’, ‘ar’, ‘en’ Suffixes — ‘ive’, ‘ish’,
‘ways’, ‘wards’
Consolidation
healthy
healthier
healthiest
funny
funnier
funniest
friendly
friendlier
friendlies
t
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
10
Unit 5
Two syllable
homophones
Prefix – ‘semi’, ‘multi’, ‘peri’,
‘circ’ and ‘trans’
Words ending in ‘c’
Complex consonants —
‘ph’ (digraph) and ‘qu’
(blend)
Prefixes — ‘out’, ‘super’,
‘dif’ and ‘dis’
Prefixes — ‘im’, ‘il’, ‘in’ and
‘ir’
practise
practice
weather
whether
hire
higher
allowed
aloud
idle
idol
hour
our
wonder
wander
ceiling
sealing
muscle
mussel
bridal
bridle
semicircle
semifinal
semitrailer
multiply
multiple
multitask
multicultur
al
multigrain
perimeter
periscope
circle
circus
circuit
circular
circulate
circumferen
ce
transport
translate
transfer
transit
topic
clinic
comic
classic
elastic
athletic
fabric
picnic
panic
autograp
h
photograph
graphics
geography
phrase
paragraph
equator
equation
question
equipment
quarter
outnumbe
r
outdoors
outrun
outspoken
outback
outside
supervise
superhum
an
superior
superhero
supersonic
different
difficult
difficulty
dispute
disloyal
disagree
disapprove
disconnect
disrespect
impractical
impossible
immature
immobile
immoral
imperfect
impatient
illegal
illogical
illiterate
invisible
incredible
invalid
irrational
irregular
irresistible
irreversibl
e
irrelevant
irreplaceab
le
irresponsib
le
Unit 6
Hard and soft /c/ Hard and soft /g/ Prefixes — ‘in’, ‘non’, ‘pre’,
‘uni’, ‘bi’ and ‘tri’
Suffixes — ‘ar’, ‘er’, ‘or’,
‘ary’, ‘ery’ and ‘ory’ Consolidation
convinced competition cursive category cancelled colony column construction conversation conservation
certainty
per cent*
ceiling
celebrati
on
cemetery
century
circuit
cyclone
cease
cyst
*may be
written
as one or
two
words
plague
gorilla
guest
guidance
guarantee
gallery
argument
guilty
guesswork
genius
giraffe
generous
gesture
language
percentage
heritage
gentleman
genuine
geography
Germany
indoors
income
inside
insert
nonsense
nonviolent
nonfiction
prepare
preface
prefix
unicycle
uniform
unique
bicycle
bicentenar
y
bilingual
tricycle
triangle
trilogy
triplets
registrar scholar burglar baker builder teacher painter actor author doctor
visitor dictionary stationary temporary primary scenery nursery factory territory laboratory
Unit 7
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.
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