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Overview of Scope and SequenceYear LevelSpelling/phonics focus DI canverbally identify an individual word in a sentence tap the syllable beats in a word verbally identify first consonant sound in a spoken word when given multi-model prompts (cued artic, mouth placement) air-write and visualise letters identify first sound in a spoken word without prompts identify some words with the same onset, for example objects that start with the same letter as their name recognise some letter-sound relationships identify the beginning sound of a word identify familiar words or images which start with the same sound identify the beginning sound of my name and other familiar words FI canread and spell using common sound that corresponds with the following consonant letters: s, t, p, n, c, k, h, r, m, d, g, l, f, j, z, w, v, yread and spell using the common short vowel sound that corresponds with the following vowel letters: a, i, u, e, oread and spell using the common long vowel sounds for “two vowels go walking, first on does the talking” rule: ai, oa, ee, ie, ueread and spell by applying magic e rule for long vowels: a_e, i_e, u_e, o_e, e_ename all the letters of the alphabet when presented out of orderread and spell the most common consonant diagraphs: sh, ch, ng, thread and spell vowel sounds with the following spelling: ou, oo (boom), oo (book), or, ar, er, oi1I canread and spell words with different spelling patterns for the same sound including:ai, ay, a_eee, ea, e_e, y, ie – introduce y to ie (e.g. bunny to bunnies)oa, ow, o_eue, oo, ew, u_eou, owor, aw, au, a(l)oi, oyie, y, igh, i_eer, ir, urread and spell /k/ sound in initial blends starting with /k/ sound understanding rule – c is used (crow)read and spell words with common initial blends: bl, fl, gl, cl, sl, tr, br, fr, gr, dr, cr, sk, st, sp, sm, sn, swspell and read words with blends x (ks) and qu (kw)spell and read /k/ (hard c) at the beginning of words demonstrating an understanding that: k goes before i, e, y vowels, c goes before all other vowelsread and use ck after short vowels for /k/ soundsread and spell words with common final blends: x (ks), -st, -sp, -sk -lf, -nt, -nd, -nk, -mp, -lp, -lk, -lt, -ft, -ct, -pt, (adding ‘s’ in plurals and verbs – can make a /z/ or /s/ sound)read and spell /k/ sound in medial and final blends understanding rulesc is used to make the /k/ sound before t in final and medial blends (fact, actor)k is used to make the /k/ sound after consonants in final and medial blends (funky, risk)read and spell simple multisyllabic words through chunking into syllablesidentify vowels in a written word in order to work out number of syllables for readingread and spell using diagraphs wh, wrdouble consonants after a short vowel in multisyllabic words (happy, rubber, silly, kettle, coffee)read and spell one syllable, short vowel words ending in ‘l’ ‘f’ and ‘s’, doubling the last letter (e.g. hill, cliff, dress)use plural s (birds) and s at the end of simple presents tense words (jumps) (makes either /z/ or /s/ sound, but spelt with an s).use the following rule for adding /s/ or /z/ sound in simple present tense and plurals:add es when the word ends with a /s/, /sh/, /ch/, /z/ sound (fizzes, wishes, watches, busses, foxes)words ending with e, remove the e before adding es (cases, loses, praises, sentences)when a word ends in y, change y to i and add es (apply-applies, marry-marries, diary-diaries, fairy-fairies, puppy-puppies)read and spell suffix y for adjectives (teach with nouns that can be changed to adjectives – nut-nutty, fish-fishy, water-watery, flower-flowery, dirt-dirty, smell-smelly, sun-sunny). Include rule:doubling consonant after a short vowel (nutty, sunny, spotty)remove e in words that end with e (bone-bony, stone-stony, bite-bity, vine-viny, wire-wiry) read and spell simple words with simple contractions (it’s, I’m, I’ll)2I canread and spell words with less common spelling patterns for the same sound including:short vowel /e/ with ea spelling (head)short vowel /i/ with y spelling (mystery)short vowel /u/ with o_e spelling (some)ar, a (far, pasta)ai, ay, a_e, a (apron)ee, ea, e_e, y, ie oa, ow, o_e, o (go)ue, oo, ew, u_e, u (flu), o (do), ui (fruit)ou, ow (review from grade 1)or, aw, au, a(l), ore, oor, oaroi, oy (review from grade 1)ie, y, igh, i_e – introduce y to ie (e.g. cry to cries)er, ir, ur (review from grade 1)read and spell words with common initial triple blends: spr, scr, str, spl, squread and spell consonant diagraphs with blends shr, thrreview hard c rules (k before i, e, y: c before a, o, u: c before consonants in initial blends: c before t in final/medial blends: k after consonants in final/medial blends)read and spell words with soft c – c which makes a /s/ sound. Understand rule – c makes a /s/ sound before vowels e, i, y (decent, city, bicycle, receive) (see also spelling rule i before e except after c listed above)read and spell words with soft g and hard g – SOMETIMES when g is followed by vowels e, y, i it makes a /j/ sounds. It does not have a “friend letter” like c does (letter k) to make the hard sound so it can say either the hard or soft sound (soft – gentle, gym, aging: hard – get, given, muggy)review adding s for plurals and simple present tenseuse common spelling for common irregular plural nouns using ves to replace f at the end (elf-elves, half-halves, leaf-leaves, calf-calves, life-lives, shelf-shelves, roof-rooves) NOT an always rule (reef-reefs, giraffe-giraffes, cuff-cuffs)read and spell word following the ve rule: no word derived from English ends in v. It is always followed by the letter e. (have, native, give, dove, octave)read and spell words with an s sound at the end when it is not a plural or simple verb with the following rulesdouble s after a short vowel or a making /ar/ (floss, brass, progress)se, ce after a long vowel and/or vowel diagraph (house, mice)read and spell suffix ingread and spell suffix ed, understanding that it cam make a /t/, /d/ or /?d/ sound.read and spell suffix er (teach in conjunction with comparatives/noun descriptors and discuss comparative er words where er is added to an adjective (better, nicer, quieter) and noun er words where er is added to a verb to describe ‘what’ someone ‘is’ according to their actions (teacher, writer, singer)use the following rules to spell words ending with above suffixes:double the consonant after a short vowel (sitting, digger, nodded)on words that end with e, remove the e before adding the suffix (racer, driving, traced)use the following rule for suffix ing:when the root word ends with ie, change it to y before adding ing (die-dying, tie-tying, lie-lying)read and spell suffix ly (teach with adverbs)read and spell suffix le. Know that:single consonants double after a short vowel before le (shuffle, wriggle, apple, paddle)single consonants stay single after long vowels (beetle, stable, bible, enable)ck is used after a short vowel before le (tickle, buckle, freckle)c is used before le after a long vowel (treacle, cycle)k is used after a consonant before le (tinkle, sprinkle, ankle)use the following rules to spell words ending with ly, er, edwords that end with y, change the y to i before adding suffix (happily, angrier, carried)read and spell prefixes re, unread and spell simple homophones and relate to meaning (pair- pear; won-one; meet-meat)3I cancreate and practice spelling lists when editing my writingread and spell words with the following vowel spelling patterns:ear, air, ireei for /ee/ sound with i before e, except after c (introduce after or with soft c listed below) (thief, believe, shriek, relief: receive, ceiling, deceive, receipt)ai, ay, a_e, ei (rein), eigh (weight)short vowel /u/ with o_e spelling (some) and o (month)or, aw, au, a(l), ore, oor, augh (caught), ough (bought), our (pour)oi, oy, oi_e when /s/ sound is at the end of the word (voice) ou, ow, ou_e when /s/ sound is at the end of the word (house)oo (doom), ou (coupon, tourist)read and spell diaghraph kn, gn (know, gnocchi)read and spell prefixes de, pre, in, con read and spell /f/ sound diagraphs ph (phone), gh (laugh)read and spell suffixes er and est (teach with superlatives and comparatives)recognise, read and spell a range of homophones (rain, rein, reign; court, caught) and relate to meaninguse the following rules to spell words ending with above suffixes:double the consonant after a short vowel (bigger, fittest)on words that end with e, remove the e before adding the suffix (nicer, largest)words that end with y, change the y to i before adding suffix (happiest, angrier)review rules for le, ed, ly and ing (see level 2)spell and read suffixes tion, ful, sive, less, ous, tive, ate (teach with adjectives – successful, aggressive, famous, active)use spelling rules for vowels after w/or/ spelt with ar or al (walk, wart)/o/ spelt with a (want, wash)/u/ spelt with o (worry, wonder)/er/ spelt with or (worthwhile, worm)read and spell words with s for /s/ sound (sugar, sure)use tch after short vowel for the /ch/ sound (twitch, catch, latch) create rhymes and saying to remember different spelling patterns for the same sound (the nerdy bird turned when she heard the worm)use more complex contractions in my spelling (couldn’t, haven’t, won’t)understand rules for possessive apostrophes, including ‘its’ exception (girl’s –singular vs girls’ - plural)explore spelling relating to the origin of words including:ch for /k/ has Greek origins (echo, school, character)ch for /sh/ has French origins (champagne, chalet, machine)4I canunderstand that silent letters exist in English and list a range of common silent letters and words that contain them including:b (climb, plumber, debt)g (sign, foreign, gnu)k (knee, knight)h (ghost, honest)(l – palm, talk, half – in brackets because some people pronounce the ‘l’ sound)s (island, aisle)n (autumn)t (hustle)c (muscle)read and spell prefixes per, sub, pro, ex, dis, mis, non, trans, tele, en, aero, super and relate to meaning where possiblespell and read suffixes ment, ture, ness, age (teach with nouns concrete and abstract – government, creature, picture: moment, adventure, future, emptiness, loneliness, closeness, courage, coverage)read and spell le, el and al suffixes by and using the following general rules to assist and making and learning word lists for exceptionswhen there is a root word al is used (centre-central, port-portal, coast-coastal, post-postal, arrive-arrival)when there is no root word and the last letter before the /?l/ has a stick or tail (t, d, p, b, g etc.) or the letter c (little, beetle, people, single, probable, table, gentle, brittle, article, particle)when there is no stick or tail on the letter before the /?l/ and no root use el (pommel, counsel, camel, flannel, damsel, funnel, gravel)some exceptions: hotel, motel, vital, dazzle, oval, funeral.spell and read word with suffix ious. Use “I owe you $s” to assist in remembering spelling. Know that ious words are adjectives.spell and read words with dge and ge understanding the rules:dge is used for /j/ sound after a short vowel (judge, fridge, budge)ge is used for /j/ sound after a long vowel (liege, huge, page)read and spell words with suffix ile (percentile, futile, hostile)elided syllables – syllables unsaid in multisyllabic words (interesting, every, evening)understand that any vowel can be used for un-emphasised/un-accented vowel sounds in multi-syllabic words and make reasonable predictions about which vowel sound it could be using:knowledge of prefix and suffix spelling (considerate – knowledge of con, er and ate)knowledge of root word (information – knowledge of form or inform)5I canspell and read suffixes ible and able using word lists and the following general rule (teach with adjectives):words ending in able have a root word that can stand on its own (readable, retractable, changeable). (Added to verbs to create adjectives)words ending ible often don’t have a root word that stand on its own (horrible, possible, tangible) but there are exceptions to this rule which will need to be learnt as a word list (contemptible, flexible, accessible)spell and read ent, ant, ence, ance suffixes by making and learning word lists and using the following rules to assist in memory:when the root word ends in y, ate, ure, ear use ant/ance (comply-compliant/compliance, vary-variant/variance, dominate-dominant/dominance, endure-endurance, appear-appearance)when the syllable before the suffix end in er, ere, id, soft c or soft g use ence (deterrent/deterrence, adherent/adherence, confident/confidence, insurgent/insurgence, complacent/complacence) spell and read suffixes tion, sion and cian using the following rules:tion is the most common – all are nouns (condition, ration, potion, nation, creation)sion is used when turning some adjectives that end in a /d/, /s/, /z/, or /t/ sound into a noun (confuse – confusion, submit-submission, confess-confession, decide-decision)cian is used to turn words ending in c into ‘occupations’ (electric-electrician, magic-magician, music-musician)spell and read the suffixes ism, ology, mono and relate to meaningread and spell words with multiple prefixes and suffixes (un-con-ven-tion-al) read and spell words with cc for /ks/ and ss for /z/ (accident, succeed, dessert, possess)6I canread and spell prefixes poly, bi, di, tri, intra, inter and relate to meaningspell and read suffixes cial and tial using the following rules to assist (teach with adjectives):cial occurs after a vowel, tial occurs after consonant letters including r (facial, crucial, special, artificial: potential, partial, nuptial)7 exceptions to the rule are financial commercial, provincial, initial, spatial, palatial, controversial. spell and read the suffixes ery and ary, ory by finding common patterns and word list to assist in spelling memoryunderstand and chose English spelling form for words spelt differently in American English including:suffix ise or ize (familiarise/familiarize, sanitise/sanitize) and yse or yze (paralyse/paralyze, analyse/analyze)our or or (favour/favour, colour/color, flavour/flavour)gaol/jailairplane/aeroplanere or er (centre/center, fibre/fiber, litre/litre)double l (fuelled/fueled, traveller/traveler)some double vowels (leukaemia/leukemia, manoeuvre/maneuver, oestrogen/estrogen, paediatric/pediatric) ................
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