Scope and Sequence of Phonological and Graphological ...



Overview of phonological and graphological processing skills K–6

The following overview indicates the stage at which key phonological, graphological, graphophonic, spelling, handwriting and digital text production skills should be introduced. Skills addressed in earlier stages should be reviewed and consolidated according to student needs and syllabus requirements.

|Sound (phonological) awareness |

|Sound awareness is the understanding that spoken words are made up of separate sounds and that these sounds can be pulled apart and put back together |

|again or manipulated to make new words. |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

|Aural discrimination of syllables and sounds |Knowledge of syllables and sounds (EN1-1A, |No new skills introduced at |No new skills introduced at|

|(ENe-4) |EN1-6B) |this stage. Continue to |this stage. Continue to |

|recognise that spoken words are made up of |join in rhymes, poems, chants and songs |revise and consolidate ES1 |revise and consolidate ES1,|

|sounds |identify and experiment with sound patterns |and S1 skills as necessary |S1 and S2 skills as |

|segment simple words into separate sounds |replicate and invent sound patterns, | |necessary |

|(phonemes) |including alliteration and rhyme | | |

|segment spoken multisyllabic words into |One-syllable words (EN1-5A) | | |

|syllables |know that regular one-syllable words are made| | |

|(eg ba-na-na), using clapping or drum-beats |up of letters and common letter clusters that| | |

|Rhymes, poems, chants, songs (ENe-1A, ENe-4A) |correspond to the sounds heard | | |

|join in rhymes, poems, chants and songs, |in early phases of Stage 1, segment spoken cv| | |

|replicating word patterns |(b-e), | | |

|recognise rhymes |vc (o-n) and cvc (l-o-t, p-a-ck, sh-o-p) | | |

|provide a rhyming word |words into separate sounds | | |

|Initial sounds (ENe-4a) |in early phases of Stage 1, blend single | | |

|say the first and end sound in a word |sounds to form | | |

|recognise words that begin with the same sound |a spoken word (cv, vc and cvc words) | | |

|(eg pat, pin) or a given sound (eg clap when |in early phases of Stage 1, delete onset from| | |

|you hear a word beginning with ‘m’) |a spoken word to utter the rime separately, | | |

|Blending sounds (ENe-4A) |or to make a | | |

|blend two or three sounds to make a word |new spoken word (eg say ‘sheet’ without the | | |

|identify the new word when |‘sh’) | | |

|a phoneme is deleted/added |in later phases of Stage 1, segment consonant| | |

|vocally ‘stretch’ a word |blends (cc, eg s-p-ot, and ccc, | | |

|(eg m-a-n, b-ea-ch, t-r-ee, |eg s-p-l-it) to show awareness of identity of| | |

|sh-o-p), using a hand gesture to support the |separate phonemes (tr-, dr-, -mp, -nt, | | |

|stretching concept, to highlight the first, |-nd, and -nk may need extra explanation, with| | |

|middle and last sounds |attention to how they are formed in the | | |

|Words (ENe-4A) |mouth) | | |

|recognise that texts are made up of words and |in later phases of Stage 1, blend single | | |

|groups of words that make meaning |sounds to form | | |

|segment oral sentences into individual words |a spoken word (ccvc, eg slip, clock, sneeze; | | |

|(using words of one syllable at first) |cvcc, eg desk, lunch; cccvc, eg street; | | |

| |ccvcc, eg crust) | | |

|Visual (graphological) processing |

|Visual processing includes automatic recognition of whole words and the combining of letter sequences according to phonemic awareness and knowledge of |

|letter–sound relationships. |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

|Features of print (ENe-4A) |Sight words (EN1-4A) |Sight words (EN2-4A) |No new skills introduced at |

|follow text directionality from left to right, |recognise an increasing number of |recognise high-frequency sight |this stage. Continue to |

|including knowledge that letters are written from|high-frequency sight words (sight |words |revise and consolidate ES1, |

|left to right to form individual words |words may have to be practised to |build fluency and automaticity in |S1 and S2 skills as necessary|

|follow text from the end of one line (right) to |support automatic recall) |recall of an expanding number of | |

|the beginning of the next line (left) |demonstrate an early ability to see|words in literary and factual texts| |

|recognise that words are units of print with a |small words within bigger words (eg| | |

|space on either side |within compound words such as |find known letter clusters (eg | |

|Meaning (ENe-2A, ENe-4A) |‘cowboy’) |solution), syllables (eg un/co/ver)| |

|recognise that words carry messages and have |read environmental print |and smaller words in big words (eg | |

|constant meanings |Syllabification and segmenting |knowledge) (automatic processing of| |

|know that spoken sounds and words can be written |(EN1-4A) |letter clusters assists in word | |

|down using letters of the alphabet |segment written words into |recognition) | |

|know that written words refer to spoken words |syllables | | |

|recognise that words can be read aloud |segment written words into onset | | |

|Sight words (ENe-4A) |and rime (eg slip: sl and ip) | | |

|automatically recognise some whole common words | | | |

|by sight, eg student’s name, high-frequency words| | | |

|from texts | | | |

|Alphabetic principle (ENe-4A) | | | |

|know the names of the letters of the alphabet | | | |

|say the most common sounds for all the lower case| | | |

|letters (to avoid confusion, letters that look | | | |

|alike and sound alike should not be introduced | | | |

|together, eg ‘b’ and ‘d’, ‘a’ and ‘u’) | | | |

|recognise that the same letter may be printed in | | | |

|upper and lower case | | | |

|discriminate between letters through matching | | | |

|activities | | | |

|develop an awareness that the direction of a | | | |

|letter (eg b/d), and whether it goes above or | | | |

|below the line (eg b/p), makes a difference when | | | |

|identifying a letter | | | |

|identify most of the sounds and name all letters | | | |

|in a given word | | | |

|Letter–sound (graphological) awareness |

|Awareness of letter–sound relationships involves knowledge of the printed form of letters, use of the alphabetic principle (systematic relationships |

|between letters and sounds), the ability to make generalisations about |

|letter–sound relationships, understanding of the difference between letter names and sounds, recognition that graphemes usually represent multiple |

|sounds, and skill in blending sounds for known letters to form words. |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

|Sound–letter relationships and |Sound–letter matches (EN1-4A) |Reading strategies |No new skills introduced at|

|blends (ENe-4A) |understand the difference between letter names and|(EN2-4A) |this stage. Continue |

|blend up to three sounds, eg to |letter sounds |use phonological knowledge when |to revise and consolidate |

|form vc (eg at) and cvc (eg sit)|understand that letter names remain constant but |reading, eg |ES1, S1 and S2 skills as |

|spoken and written words |the sounds they represent may vary |give the most common sounds for all |necessary |

|use knowledge of letters and |know the names and most common sounds for all |vowel digraphs (eg cloud) and trigraphs| |

|sounds (including in initial, |single letters |(eg high) | |

|medial and final positions) to |blend sounds in written vc, cv, cvc words to work |decode more unusual letter patterns as | |

|decode words |out unknown words |chunks (eg ‘ough’, ‘scious’) | |

|identify new words using known |recognise common consonant digraphs (eg sh, ch, |be aware of more advanced letter–sound | |

|letter–sound relationships, |th, wh, ph) |correspondence rules (eg soft c and g | |

|eg using initial letter to guess|recognise common vowel digraphs (eg ea, ay, ar, |before e (eg cent, gent), i | |

|the word |er, or) |(eg city, giant) or y | |

| |recognise consonant blends |(eg cygnet, gym) | |

| |(eg spl, str) |identify syllables in multisyllabic | |

| |recognise long vowel sounds (silent ‘e’) |words | |

| |recognise silent letters and |read unknown words in syllable chunks, | |

| |less common sound–letter combinations |rather than as separate sounds | |

| |identify the sounds of known letter clusters, |read multisyllabic words with known | |

| |syllables or |prefixes | |

| |rimes in unknown words |and suffixes (eg un-, non-, -tion, | |

| |Prefixes and suffixes (EN1-5A) |-ness, -able) | |

| |recognise common prefixes |recognise contractions (eg shouldn’t) | |

| |and suffixes |use knowledge of | |

| |recognise how common prefixes and suffixes change |word families and homophones when | |

| |a word’s meaning |reading | |

| |recognise that common suffixes in words can have | | |

| |different sounds (eg talked, wanted, rubbed) | | |

| |Word families and origins | | |

| |(EN1-4A) | | |

| |build word families using words with known rimes | | |

| |(eg using knowledge of ‘day’ to spell ‘bay’ and | | |

| |‘ray’) | | |

| |identify word origins to understand the meaning of| | |

| |unfamiliar words, eg using base words | | |

|Spelling |

|Learning to spell is closely linked to learning to read and write. Learning about spelling reinforces knowledge about common letter sequences and about|

|spelling–sound (graphophonic) relationships. |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

|Phonetic spelling |One-syllable words (EN1-5A) |Segmenting to spell (EN2-5A) |Integrated strategy use (EN3-5B) |

|(ENe-5A) |write cv, vc and cvc words that |use knowledge of morphemic word |use a variety of |

|understand that initial |contain known letter–sound |families when spelling unknown words,|spelling strategies and conventions |

|approximations can lead to correct |relationships | |to spell multisyllabic words |

|formal spelling |use knowledge of letter–sound |eg prefixes, suffixes, compound words|use known word meanings and base |

|spell unknown words phonetically (as |relationships to spell regular |Sound–letter relationships (EN2-5A) |words when spelling unknown words, |

|they sound), with most of the letters|one-syllable words |spell words using knowledge of letter|eg heal, healthy; sign, signature |

|in the correct sequence |Sound–letter relationships (EN1-5A) |combinations, including double |use knowledge of suffixes and |

|Segmenting to spell (ENe-5A) |isolate and write the initial, medial|letters |prefixes |

|use onset and rime |and final sound of a word |classify words into groups according |to spell new words |

|to spell words |understand how to use digraphs, long |to the way in which they are spelt, |develop knowledge |

|vocalise or subvocalise words when |vowels, blends and silent letters to |eg thought, bought, ought |of word origins, eg Greek and Latin |

|trying |spell words |use known letter patterns and sound |roots (telephone, aquarium) |

|to write them |choose phonetically appropriate |sequences, not just individual |use banks of known words to assist in|

|say and sound while writing the |letters to represent most of the |letters, when spelling unknown words |spelling new words |

|letter for the first sound in a word |sounds in unknown words (students may|become familiar with the various ways|consider meaning |

|say and write letters |have difficulty with consonant |of representing a particular sound in|and context when spelling words |

|for some of the sounds in a word |blends) |writing, eg meat, meet, metre |understand that the pronunciation, |

|beyond the initial sound, identifying|spell words using consonant blends, |correctly represent consonant blends |spelling and meaning of words have |

|the sounds through stretching the |digraphs and long vowel sounds that |when spelling unknown words |histories and change over time |

|word |have been introduced as a component |use common consonant and vowel |develop a knowledge |

|Sight words (ENe-5A) |of the reading program |digraphs in attempting unknown words |of less common letter patterns and |

|write their own name using correct |spell words using silent letters that|Sight words (EN2-5A) |spelling generalisations/rules and |

|spelling |have been introduced as a component |use an increasing bank of known |apply them to new situations |

|copy the sequence of letters from |of the reading program |spelling words written automatically |Proofreading (EN3-5B) |

|models of high-frequency, topic and |use double consonants where | |recognise most misspelt words in |

|personal words |appropriate, eg hopping | |their own writing and use a variety |

|write high-frequency words |exchange one letter in a written word| |of resources for correction |

|independently (eg is, I, am, the) |with a different letter to make a new| |consolidate and extend proofreading |

| |word | |skills and take responsibility for |

| | | |editing own work |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

| |Segmenting to spell (EN1-5A) |Metacognitive strategies (EN2-5A) |use competent visual and phonological|

| |break simple words into morphemes to |use mnemonics for spelling irregular |strategies for attempting and |

| |aid in spelling |or difficult words, eg ‘piece of pie’|checking spelling, eg correcting |

| |break simple words into syllables to |spell words using spelling rules and |words that do not ‘look or sound |

| |aid spelling |generalisations, eg ‘i before e |right’ |

| |use rime analogy to spell new words, |except after c’, ‘y to i’ rule for |competently use various spelling |

| |eg mop, hop |plurals, doubling consonants |resources, eg spell check, |

| |use knowledge of familiar letter |Proofreading (EN2-5A) |dictionary, personal spelling |

| |patterns to spell words, eg -ed, |identify spelling errors in own |notebook |

| |-ing |writing and unknown texts and provide|demonstrate awareness of the |

| |Sight words (EN1-5A) |correct spelling |limitations of spell check features |

| |use visual memory to write |increasingly use visual and phonetic |in digital technology |

| |high-frequency words |self-correction strategies in editing| |

| |use visual memory to write irregular |own work, eg correcting words that do| |

| |verbs |not ‘look or sound right’ | |

| |focus on letter sequences and their |consider meaning and context when | |

| |sounds when copying and learning |spelling words, eg when | |

| |high-frequency, topic and personal |differentiating between homonyms such| |

| |words |as their/there/they’re | |

| |spell high-frequency and common sight|become familiar with various spelling| |

| |words accurately |resources, eg spell check, dictionary| |

| |spell known words using letter names | | |

| |Word origins (EN1-5A) |use knowledge of alphabetical order | |

| |begin to understand how knowledge of |to locate information in texts, eg | |

| |word origins supports spelling |dictionaries, glossaries | |

| | |experiment with digital spell check | |

| | |applications and develop an awareness| |

| | |of the limitations of their features | |

|Handwriting |

|Learning to form letters correctly links closely with learning about letters, letter sequences and words. |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

|Basic writing skills (ENe-3A) |NSW Foundation Style (EN1-3A) |NSW Foundation Style cursive |Appropriate handwriting style |

|recognise correct pencil grip and employ |form upper case |(EN2-3A) |(EN3-2A) |

|self-correcting techniques to practise it |and lower case letters in NSW |write upper case |use a handwriting style that is |

|maintain correct body position for writing |Foundation Style with letters that|and lower case letters in NSW |legible, fluent and automatic and |

|use a variety of writing implements accurately |are: |Foundation Style with letters that|varies according to audience and |

|Foundation movements |of consistent size |are: |purpose |

|(ENe-3A) |of consistent shape |of consistent size |write fluently in NSW Foundation |

|understand foundation movements that underpin |appropriately spaced |of consistent slope |Style and/or personal style: |

|NSW Foundation Style |in straight lines |appropriately spaced |forming joined letters of |

|practise the three NSW Foundation Style |understand how the formation of |in straight lines |appropriate size and spacing |

|movements: the sloped anticlockwise ellipse |letters can be used to begin |legible |using appropriate pressure |

|movement, the sloped clockwise ellipse movement|transition to cursive writing |explore joins that facilitate |varying style according to |

|and the sloped downstroke movement |Writing skills |fluency and legibility |audience and purpose |

|Letter formation (ENe-3A) |(EN1-3A) |write using clearly formed joined |give attention to layout and |

|use foundation movements as a basis for the |use correct posture and correct |letters, and develop increased |practise calligraphic flourishes |

|introduction of formal letters |pencil grip |fluency and automaticity |to enhance writing |

|copy lower case letters in NSW Foundation Style|use assistive technologies as | |in appropriate situations, eg |

|– students copy from a model with verbal |appropriate | |project headings |

|prompts and trace from models that provide |use lined paper | |experiment with different |

|directional guides |to guide | |instruments, eg a range of |

|know and demonstrate that everything we write | | |pencils, different types of biros |

|(upper case letters, lower case letters and | | |and pens, ink, calligraphy pens |

|numerals) will start at the top, except for ‘d’| | |Writing skills |

|and ‘e’, which start in the middle | | |(EN3-2A) |

|produce some lower case | | |use correct pen grip and maintain |

|and upper case letters using learned letter | | |good posture |

|formations | | | |

|know and demonstrate that letters are | | | |

|proportional to | | | |

|each other | | | |

|write their own name using NSW Foundation Style| | | |

| | | | |

|Directionality (ENe-3A) | | | |

|write from left to right and leave spaces | | | |

|between words | | | |

|Digital text production |

|Learning to recognise and select letters correctly links closely with learning to spell. Learning to produce effective digital and multimodal texts is |

|essential for communication in the 21st century. |

|Early Stage 1 |Stage 1 |Stage 2 |Stage 3 |

|Use of digital technologies |Use of digital technologies |Use of digital technologies |Use of digital technologies |

|(ENe-2A, ENe-3A, |(EN1-2A, EN1-3A, |(EN2-2A, EN2-3A, |(EN3-2A, EN3-5B) |

|ENe-11D) |EN1-11D) |EN2-9B, EN2-7B) |choose and experiment with digital |

|construct texts using software, |compose digital texts |experiment with digital and |and multimodal resources when |

|including word processing programs |compose texts which integrate written|multimodal technologies |constructing texts |

|use simple functions of keyboard and |and visual components using digital |use a range of software, including |experiment with language, design, |

|mouse (typing, scrolling, selecting |technologies |word processing programs to |layout and graphics |

|icons and dropdown menus) |practise using a keyboard |construct, edit and publish written |use a range of software, including |

|experiment using digital technologies|construct texts that incorporate |text |word processing programs, learning |

|to produce simple texts |supporting images using software, |practise a range of keyboard skills, |new functions as required to create |

|create simple multimodal texts |including word processing programs |eg ability to use all essential |texts |

|develop an awareness of issues |compose emails |function keys |demonstrate confidence, accuracy and |

|relating to the responsible use of |experiment with publishing using |use digitally produced visual |speed in keyboard skills |

|digital communication |different modes and media |representations to represent ideas, |discuss issues related to the |

| |develop an awareness of issues |experience and information |responsible use of digital |

| |relating to responsible use of |identify the features of online texts|technologies |

| |digital communication |that enhance navigation and |use and assess the reliability of |

| |select print and multimodal elements |readability, eg text, links, |digital resources when researching |

| |appropriate to audience and purpose |graphics, layout |topics |

| | |select, edit and place visual, print | |

| | |and audio elements | |

| | |discuss issues related to responsible| |

| | |use of digital communication | |

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