COOLABUNIA

STATE SCHOOL

SPELLING PROGRAM

Teaching and learning spelling through Word Study

OUR PHILOSOPHY: On their way to becoming independent and proficient spellers, students must travel

through 5 spelling stages. Included the initial stages is the development of metalinguistic,

phonological and phonemic awareness.

We teach spelling through a problem solving approach which engages the learner in

thinking about words.

We engage students from Prep – 7 in higher-order thinking skills by: Comparing & contrasting words using the four knowledges :

phonological, visual, morphemic & etymological Organising words and word parts Categorising words and phonemes Justifying and reasoning how each word came to be

Spelling is integral for reading and writing.

What is spelling?

Spelling is the organised use of graphics to represent the spoken word in written form.

Spelling requires the skills of segmenting and blending. Correct spelling is important because of the connection between spelling and

meaning. Spelling is therefore integral to reading and writing. Contexts in which we write affect the way we spell. Correct spelling is a

product of word study, not of creative writing. For most written communication, a high standard of spelling is important. Proficient spelling involves applying strategies and knowledge rather than

rote learning.

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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

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3.Within Word Pattern Stage

This stage can occur from Year 1 to mid Year 4. Students are now able to chunk parts of words.

Student processing of words becomes more automated and this then increases their

fluency in reading.

Students are no longer reading word for word but phrase by phrase.

Students have a more advance knowledge of words and this can be reflected in their

writing. Students’ writing becomes more fluent and they start to consider the audience

more.

Students are now looking for the within word patterns found in words and no longer rely on

letter names.

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

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WHAT SHOULD BE TAUGHT IN AN EFFECTIVE SPELLING PROGRAM?

We teach students to spell using The Four Orthographic Knowledges.

These include:

Phonological knowledge Scope & Contents Spelling: Phonological knowledge

Visual knowledge Scope & Contents Spelling: Phonological knowledge

Morphemic knowledge Scope & Contents Spelling: Word Function/Meaning

Etymological knowledge Scope & Contents Spelling: Word history knowledge

An effective spelling program must ensure that the four knowledges of our orthographic spelling

system are duly attended to within a sequential and explicit approach.

Phonological knowledge focuses on how sounds correspond to letters and involves teaching students the names of letters, the sounds they represent and the ways in which letters can be grouped to make different sounds e.g. vowels, consonants, consonant blends, word families like out, atch, ick; the concept of onset and rime, e.g. in the word pink, p is onset and ink is rime; and about how to segment and blend the sounds in words into ‘chunks’ of sound (phonemic awareness).

Teachers need to teach:

letter names and the sounds that they represent the sounds of English the way that different sounds may be represented the probability of letter order in common letter strings how to segment the sounds in words into chunks of sound where particular letter clusters occur in words, e.g. – ed, un-, -ation, ai/ay to distinguish between words where the same sound has different letter patterns, e.g. meet, meat.

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.

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WHAT SOURCES INFORM OUR SPELLING PROGRAM?

At Coolabunia teachers will use the pedagogy of “Words Their Way” to teach spelling as well as the C2C Spelling

Units overview which presents a sequence of spelling development. The sequence of spelling development aligns

with content descriptors from the Australian Curriculum: English- Prep to Year 10. Preps use a range of sources,

including Jolly Phonics (primary resource for teaching strategies and teacher language) and Letterland to draw

upon effective strategies.

Using Words Their Way provides a manner for teachers to differentiate spelling for students in order to

work towards meeting the expected end of year level achievement standards for spelling.

Core School Practices

It is important that the teaching of spelling is consistent across the school. To achieve this, common

practices, language, systems and resources must be in place.

In the Prep – 1 – 2 classes, Jolly Phonics strategies and teacher language form the basis of the

pedagogical approach to teaching sounds, spelling patterns and rules. Other resources like

Letterland are also used to support.

In Years 1 - 7 classed, Words their Way and C2C spelling units provide the basis of the

pedagogical approach

Teachers in higher year levels need to have an understanding of the pedagogy and systems

around the teaching of sounds and spelling patterns in order to support students with

continuing needs.

Texts and resources to inform Coolabunia State School spelling program include:

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

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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;

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Students learn concepts about the nature of our spelling system -regularities, patterns and conventions of English orthography that can be built on throughout their lives.

To increase specific knowledge of words. The spelling and meaning of individual words. To assist students to be fully literate. Sound knowledge of the spelling system supports decoding of unfamiliar vocabulary

and assists in identifying possible meaning of words. Enables students to examine words to reveal consistencies within our written language

system to help students to master the recognition, spelling and meaning of specific words.

Sound Sorts

Where students pay attention to the phonemes contained in a word. They may be aural or

printed.

Picture Sorts 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.

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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.

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DIFFERENTIATION

Using Words Their Way provides a manner for teachers to differentiate spelling for students in

order to work towards meeting the expected end of year level achievement standards for spelling.

Intervention

Identifying and catering for learning difficulties is a vital component of the teaching of

spelling.

At Coolabunia, if a student is not progressing, particularly once in the Within Word Pattern

or Syllables and Affixes stages, ELF and PAL programs are used to support the learning of

vowel patterns and other identified needs.

Students for whom English is not the home language (ESL)

English as a Second Language (ESL) learners will benefit most from spelling activities if they

are set within the context of a learning task. If spelling is confined to spelling lists which

exemplify rules, the student may develop spelling ability but may not be able to pronounce, or

comprehend the words they’ve learned. Spelling activities can be done in conjunction with

dictionary instruction to support students in finding word meanings and with other activities,

such as clozes, to support development of comprehension.

Students should have lots of opportunities to learn how ‘is’ is used in English spoken and

written grammar structures before being expected to learn. Sight words belonging to word

classes: prepositions (in, up, of, for), pronouns (she, him, he), auxiliary verbs (are, is, has, had,

have), 5W+H (who, what, where, when, why, how) cause difficulties due to limited use in home

language and therefore hold little meaning. This meaning needs to be gradually developed in

grammar during speaking, reading and writing activities.

The P–12 Curriculum Framework website at

www.education.qld.gov.au/curriculum/framework/p-12/ contains

Guidelines for ESL Learners which have been developed by Education Queensland.

For more detailed strategies refer to:

Berry, R. & Hudson, J. Making the Jump, Catholic Education Commission of Western

Australia. Chapter 6.4 for strategies to develop ‘sounds’. This is important for spelling.

First Steps Writing Map of Development under ‘Conventions’

Scope and Sequence: Spelling, Queensland Studies Authority (www.qsa.qld.edu.au)

High Achievers

Differentiation must exist for high achievers. This can occur in the following ways:-

Words Their Way diagnostic assessment allows work to be presented at the required

ability level rather than year level.

Modified lists that focus on wider ranging word meanings, usage, origins, words from

different cultures and subject areas.

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WHAT, WHEN AND HOW OF ASSESSMENT

The following section outlines the assessment requirements within our Whole School Spelling

Program.

The formal spelling assessment requirements, summative and diagnostic are outlined in our Whole

School Assessment Overview. The information obtained from this is threefold

1. To inform class planning and teaching

2. To inform whole school intervention needs

3. To establish a level of achievement for reporting purposes

The informal spelling assessment requirements, formative, are ongoing and serve to monitor

progress and provide continuous feedback for teaching and learning purposes.

Collection of Formal assessment data, summative and diagnostic will be as follows:

Administration of Words Their Way Spelling Inventory

Student spelling stage is recorded on the Individual Student Profile

C2C assessments as they occur within units

South Australian Spelling test for year 4 and up

Informal assessment data, formative, can include the following

Weekly spelling tests

Cloze activities

Observation and analysis of the child’s transference of taught spelling features in

written activities.

Dictation

Observations of proof reading and editing ability in the child’s written text.

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SCOPE and SEQUENCE and PROGRAM OVERVIEW

The Coolabunia Spelling Program is aligned with the Words Their Way Spelling indicators (Document 1)

and the Spelling Descriptors from the Australian Curriculum (Document 2).

The Yearly Scope and Contents Document and the C2C P–6 and 7-10 spelling overviews (Documents 4 &

5) provide teachers with an overview of expected spelling concepts covered for each year level.

Alignment between the Words Their Way stages and year levels are illustrated. The content

descriptors and spelling concepts are aligned with C2C spelling version 3 which is aligned with

Australian Curriculum: English. V 1.2

Teachers will use the Scope and Contents document (Document 3) to inform their spelling program.

Whilst teachers will differentiate their students according to their spelling developmental stage,

students must also have been exposed to the spelling concepts outlined in C2C for that particular year

level.

This could be done during the teaching of C2C English units.

C2C WEEKLY Spelling Lists year 1-6 are included here (document 6) as is the Coolabunia common words

desk mat (Appendix III) .

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Document 1: Words Their Way Spelling indicators

WTW Spelling indicators 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

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Often represents words using every sound heard

Beginning to use basic morphemic knowledge when spelling new words

Differentiates alternate spellings for the same sound

Discusses strategies for spelling difficult words

Develop an awareness of even stress patterns matching sound to letter patterns

Can use basic contractions

Middle Syllable Juncture

Recognise different types of syllable patterns

Use their knowledge successfully to spell multi-syllabic words

Students show the beginnings of understanding the link between spelling and meaning by correctly spelling common homophones and difficult contractions.

Late Syllable Juncture Stage

Is aware of, and can explain, the many patterns and rules that are characteristic of the English spelling system

Makes generalisations and is able to apply them to new situations eg rules for adding suffixes

Accurately spells and can apply most prefixes, suffixes, contractions, compound words

Uses context to correctly distinguish homonyms and homophones

Uses silent letters and double consonants correctly

Is able to recognise if a word doesn’t look right and to think of alternative spelling

Uses syllabification when spelling new words when spelling

uneven stress patterns

Has accumulated a large bank of known sight words and is using more sophisticated language

Uses spelling references such as dictionaries, thesauruses and resource books appropriately

Has an interest in words and enjoys using them

Derivational

Is aware of, and can explain, the many patterns and rules that are characteristic of the English spelling

Makes generalisations and is able to apply them to new situations e.g. rules for adding suffixes

Accurately spells and can apply most prefixes, suffixes, contractions, compound words. Uses context to correctly distinguish homonyms and homophones

Uses silent letters and double consonants correctly

Effectively spells words with uncommon spelling patterns and words with irregular spelling e.g. aisle, quay

Uses a multi-strategy approach to spelling, using sound, meaning, visual and etymological patterns

Is able to recognise if a word doesn’t look right and to think of alternative spelling

Analyses and checks work, editing writing and correcting spelling

Recognises word origins and uses this information to make meaningful associations between words

Continues to experiment when writing new words

Uses spelling references such as dictionaries, thesauruses and resource books appropriately

Uses syllabification when spelling new words

Has accumulated a large bank of known sight words and is using more sophisticated language

Shows increased interest in word similarities, differences, relationships, origins

Is willing to take risks & responsibilities & is aware of a writer’s obligations to readers in the area of spelling

Has a positive attitude towards self as a speller. Has an interest in, and enjoys words.

Is willing to use a range of resources and extend knowledge of words, including derivation, evolution and application

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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

mail

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

mail

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.