Merrylands East Public School - Weebly



Spelling Scope and SequenceSuggested Sequence for Phonemic AwarenessLiteracy Teaching Guide: Phonemic Awareness p15Students need to be taught:PhonemeIdentityRecognise that words can begin with the same sound, then produce such wordsRecognise that words can end with the same sound, then produce such wordsRecognise that words can have the same medial sound, then produce such wordsPhoneme IsolationRecognise that words can be broken down into individual sounds, then produce such wordsFoundation Skills for Reading and SpellingBlend sounds to make wordsSegment words into soundsPhoneme AdditionRecognise that sounds can be added to make new words, then produce such wordsPhoneme DeletionRecognise that sounds can be deleted from words to make new words, then produce such wordsPhoneme SubstitutionRecognise that sounds may be substituted to make new words, then produce such wordsKindergartenTeachers are encouraged to introduce small groups of letters in quick succession so that students can begin blending and segmenting as soon as possible. The letters/sounds have been grouped so they can be introduced over a 2 week period. Revision of learned sounds and letters will continue throughout the year.Syllabus Outcome: WSE1.11: Begins to use letters to represent known words when spelling. Literacy ContinuumPhonemic & Phonological AwarenessPhonics KnowledgeVisual KnowledgeMorphemic/ EtymologicalClusters 2-3The students will be working towards achieving the outcomes and indicators stated in clusters 2 and 3 of the literacy continuum.Spelling some recognisable words (aspects of writing),Naming most of the letters in a given word and the sounds they make (Phonics),Identifying rhyming words, and blending and segmenting (phonemic Awareness)-am (Sam, am, ham)-at (sat, mat, at)-it (sit, fit, hit)a-m-s-t-iI, a, am, boy, girl, and, he, she, big, little, mum, dadMorphemic:Uses -s for plural (boys, girls, mugs)-ed and -ing endings.Etymological:Discusses the origins of familiar words and terms, eg ‘TV’ for television, and ‘phone’ for telephone.-og (dog, fog, log)-ig (fig, dig, wig)-ad (mad, sad, dad)f-d-r-o-gthe, went, can, my, it, is, in, we, like, to, go, on-ug (mug, rug, hug)-ub (rub, tub, hub)-ob (job, sob, rob)l-h-u-c-bwas, at, said, you, me, an, play, so, are, had, has, have-en (pen, men, hen)-eg (beg, leg, peg)-ip (lip, rip, dip)n-k-e-v-pup, off, but, as, yes, no, saw, fun, get, bad, hot, sad-et (yet, wet, met)-ap (zap, cap, tap)-ox(fox, box)j-z-w-y-xgood, nice, old, see, sat, be, cold, happy, with, got, new, rainDigraphs: Two letter combinations that make one sound. When using Elkonin boxes to segment sounds, these two letters are placed in the same box as they only produce one sound. For example, shop becomes /sh/-/o/-/p/qu- (quit, queen)quput, very, sunny, kick, bysh (ship, shop, fish)shdo, live, wind, run, namech (chop, check, rich)chcame, because, up, mother, fatherth (think, third, bath)th (as in think)once, after, some, out, goingth (the, that, this)th (as in that)called, all, upon, did, sisterwh (why, what, whale)whbrother, stop, give, love, after-ck (duck, sick, back)-ckschool, ate, him, watched, boughtCluster 4The students will be working towards achieving the outcomes and indicators stated in cluster 4 of the literacy continuum.Names all letters in a given word,Says most of the sounds of letters in a given wordSpells unknown words phonetically with most letters in the correct sequenceAdding or deleting phonemes to create new words.To teach phoneme deletion or phoneme addition, use concrete materials such as counters to represent phonemes initially and then replace with letter tiles to consolidate the link between phonemic awareness and letter-sound knowledge.Some examples:Phoneme deletion- Say: listen to the word ‘slip’. Listen as I say the sounds in the word ‘slip’, /s/ /l/ /i/ /p/. There are four sounds in this word (use concrete materials to show the number of sounds). What new word will I make if I take the /s/ away from ‘slip’? I will make the new word ‘lip’. Repeat activity as modelled and guided lessons as required.Phoneme addition- Say: listen to the word ‘rip’. Listen as I say the sounds in the word ‘rip’, /r/ /i/ /p/. There are three sounds in this word (use concrete materials to show the number of sounds). What new word will I make if I add the /t/ sound at the beginning of the word ‘rip’? I will make the new word ‘trip’ (model using concrete materials).Note: Teach phoneme deletion and phoneme addition before you teach phoneme substitution.Concept Grouping:These are words which could be taught using any of the four forms of knowledge but would usually be presented together. At this stage, they would be modelled for students and used by them from sources around the room. Some students could learn to spell these words independently in their writing.Some examples:Days, Months, SeasonsSunday, Monday...January, February...Summer, Autumn...Numbers 1-20one, two, three, four, five, six, seven, eight, nine, ten, eleven...Ordinal NumbersFirst, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth.Animalspets: cat, dog, birds...farm: cow, sheep, pig...zoo: giraffe, elephant...Stage 1 - Year 1Literacy ContinuumPhonemic & Phonological AwarenessPhonics KnowledgeVisual KnowledgeExtension(From the four sources of spelling)Clusters 5 and 6The students will be working towards achieving the outcomes and indicators stated in clusters 5 and 6 of the literacy continuum.Blends initial consonants with common vowel patterns or word families.Uses knowledge of letter clusters and vowel diagraphs to spell unfamiliar words.Segments sounds into consonant clusters to spell unfamiliar words.Says the new word when one phoneme is substituted for another (phoneme substitution)For example- Explain that sometimes a new word can be made by changing one of the sounds in a word. Say: ‘hat’. Now I am going to make a new word by changing the /t/ at the end of ‘hat’ to a /m/. Listen as I say the word /h/ /a/ /m/. The new word is ‘ham’. I like ham and eggs.Important: Phonemic Awareness ceases as students are able to hear, identify and relate sounds to letters.Revision of single sounds and digraphs learned in Kindergarten before introduction to blends.br (brain, brake, brick, brush, broom)out, have, because, home, areHomophones: their-there-they’re; two, to, too.cr (crab, cry, crash, creek, cross)saw, came, time, house, calleddr (dress, drum, drink, drop, dry)get, as, like, back, after/oo/ as in took, shook, look - and /oo/ as in good, mood, stoodfr (fry, free, frog, from, fresh)going, him, what, be, dadRevisiongr (green, grass, grab, grin, grub)not, do, them, two, school/th/ as in then, that, this - and /th/ as in bath, with, bothpr (pram, press, prod, print, prick)some, this, did, next, ranOutcome:WS1.11: Uses knowledge of sight words and letter-sound correspondences and a variety of strategies to spell familiar words. tr (trick, truck, tree, trap, trunk)could, very, from, into, canEtymological: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.bl (block, bloom, black, blink, blue)their, will, an, about, playedRevisioncl (climb, clown, clock, clap, click)people, down, no, big, justshort vowel sounds: /a/ /e/ /i/ /o/ /u/fl (flag, flap, flat, fling, fly)our, off, didn’t put, friendsgl (glass, glad, glow, glue, gloom)am, would, see, once, little/ow/ as in flow, row, grow, glowpl (play, plant, plug, plum, plane)play, if, name, night, foundRevisionsl (slug, slow, slap, sleep, slam)I’m, started, really, first, bedIrregular verbs: Past tense - run = ran, sing = sang, ring = rang, sleep = slept.sc (scar, scarf, scoop, scan, score)again, know, other, now, tooksm (small, smell, smoke, smash, smile)lived, it’s, later, your, overRegular verbs: adding -ed or -d - want = wanted, look = looked, smoke = smoked.sn (snap, snake, snip, snack, snow)who, by, dog, fun, lookedRevisionsw (swan, sweet, sweep, swim, swap)don’t girl, door, want, madeWord building: When a word of one syllable contains a single short vowel, double the final consonant before adding a suffix - swap, swapped, swapping, - swim, swimming, swimmer.tw (twist, tweet, twig, twin, twenty)man, too, morning, boy, comesk- (skip, sky, skull, skin, sketch)good, where, asked, best, friendVowels: Sometimes ‘y’ acts as a vowel. This occurs when ‘y’ has the sound of ‘i’ in any word. - sky, my, fly, by, try-sk (mask, tusk, desk, risk, disk)us, game, water, car, howRevisionsp- (sport, spell, spill, speech, spoon)okay, three, brother, lots, onlyOnset and rime: b - est, ch - est, r- est - l - ong, s - ong - f - ell, y -ell, sp - ell.-sp (gasp, clasp, wasp, crisp, grasp)old, room, something, away, hasst- (stitch, stick, star, stamp, stone)find, woke, yes, family, suddenlyAfter a short vowel sound we put ‘t’ before ‘ch’ to keep the short vowel short. - stitch, fetch, patch, witch.-st (cast, last, fast, best, nest)happy, told, everyone, or, thoughtRevisionscr ( scrub, scrap, scratch, screen, scream)food, around, heard, long, uponSound: -ea - scream, sea, tea, team.spl (splash, splint, split, splat, splendid)well, more, named, look, birthdayspr (spring, sprint, sprang, spray, sprinkle)playing, make, sister, still, everSound: i-e (silent ‘e’) - ride, side, tide.str (string, straw, strap, street, stroll)eat, wanted, inside, five, hearRevision-ft (drift, gift, left, soft, shift)won, why, also, ate, everyContractions: could not = couldn’t, would not = wouldn’t, has not = hasn’t, they are = they’re.-ld (told, old, wild, bald, build)outside, way, let’s, dark, last-lf (golf, shelf, wolf, myself, itself)new, scared, another, opened, untilHyphenated words (hold hands): ice-cream, twenty-one.lm (film, helmet, almost, elm, helm)couldn’t, world, sleep, think, walkedRevisionStage 1 - Year 2Literacy ContinuumPhonological KnowledgeVisual KnowledgeMorphemic or Etymological KnowledgeClusters 7 and 8The students will be working towards achieving the outcomes and indicators stated in clusters 5 and 6 of the literacy continuum.??????? Recognises that common suffixes in words can have different sounds, e.g., wanted, talked.??????? Understands that sounds can be represented in various ways when spelling words e.g. meet and meat.??????? Knows common sounds for vowel diagraphs and used syllabification when reading/spelling.??????? Uses knowledge of word identification strategies including blending, segmenting and letter patterns when reading/spelling..Outcomes:WS1.11: Uses knowledge of sight words and letter-sound correspondences and a variety of strategies to spell familiar words.-lp (help, yelp, gulp, pulp, scalp)because, saw, house, school, people/ou/ as in found, cloud, loud - and /ow/ as in down, clown, brown-mp (bump, lump, camp, limp, jump)friend, found, really, again, know-nd (and, friend, wind, bend, pond)later, morning, brother, only, something/ee/ sound: see, tree, free-nt (pant, tent, mint, spent, hunt)woke, family, suddenly, everyone, thoughtRevisionzz (jazz, sizzle, fuzz, puzzle, grizzly)around, heard, upon, birthday, sisterCompound words: birthday, classroom, bedroom.ss (class, grass, lesson, kiss, possum)inside, every, outside, way, let’sff (traffic, coffee, muffin, cliff, off)dark, scared, another, opened, couldn’t/ue/ as in blue, true, glue, Suell (ball, smell, yellow, hello, hill)world, think, night, name, whereRevisionee (bee, tree, queen, cheese, beetle)years, things, ball, never, fellSpelling rule: Plural - change the ‘y’ to ‘ie’ before adding ‘s’ fly-fliesea (clean, each, mean, please, speak)party, black, gave, tried, alwaysoa (boat, road, throat, toast, goat)finished, turned, help, thing, teacher/a-e/ as in game, plane, same, plateow (bow, grow, window, pillow, shown)that’s favourite, minutes, bought, place,Revisionai (afraid, pain, fail, again, snail)finally, yelled, coming, left, readyPlurals: irregular (man = men), -es (lunches), -y ? ies (families)ay (play, stay, spray, crayon, holiday)take, watched, four, lot, evenor (born, horse, corner, morning, north)looking, great, eyes, fast, girlsSuffixes: comparison - old, older, oldest - big, bigger, biggest.aw (draw, claw, yawn, crawl, saw)person, tell, work, shouted, niceRevisionow (brown, crown, down, shower, power)ten, while, jumped, need, dragonWord building: When a word of one syllable contains two vowels, just add the suffix - eat, eating - seat, seating.ou (about, mouth, mouse, pouch, shout)which, box, cool, love, throughoo (choose, food, room, hoop, smooth)walking, much, dinner, tree, beforeContractions: it’s = it is, I’m = I am, you’re = you are, we’re = we are.oo (book, crook, stood, wood, took)lunch, right, television, cat, shopRevisionir (bird, birth, first, shirt, skirt)knew, let, park, soon, wasn’tSilent letters: silent ‘k’ - know, knife, knee,ur (burnt, church, purple, surf, nurse)everything, hair, lost, pool, eachar (bark, farm, start, dark, yard)screamed, kids, red, whole, stoppedSound: -ay - stay, today, bay, say.er (person, term, serve, number, teacher)getting, today, been, fish, hoursRevisionoy (boy, enjoy, annoy, toy, royal)Saturday, bad, buy, can’t, headSyllables - yes/ter/day, com/put/er, hel/p, zoo, nowoi (poison, join, coin, avoid, noise)parents, blue, hard, mother, bitie (pie, cried, fried, lie, diet)games, weekend, say, swimming, scarySpelling rule: Drop ‘y’ and add -ies - try = tries, cry = criesoe (toe, goes, potatoes, tomatoes. oboe)beach, replied, should, someone, SundayRevisionue (glue, tissue, blue, Tuesday, statue)class, second, year, beautiful, moneyLittle words within bigger words: dragon = drag and on, rabbit = bit, another = an and other.-ng (sang, spring, wrong, stung, nothing)felt, happened, story, hit, king-nk (bank, drink, trunk, twinkle, stink)run, life, leave, boys, lightPast Tense: adding -d - loved, lived, traced.squ (square, squash, squeak, squeeze, squirt)small, ghost, team, cold, fireRevisionStage 2 - Year 3Outcomes and IndicatorsPhonological KnowledgeVisual KnowledgeMorphemic or Etymological Knowledge/Spelling RuleW2.11: ?Uses knowledge of letter-sound correspondences, common letter patterns and a range of strategies to spell familiar and unfamiliar words.spells high frequency words correctly in own writinguses known letter patterns when attempting to spell unknown wordswrites words containing less common digraphs and letter combinationsuses knowledge of familiar letter patterns when attempting to spell unknown wordsidentifies possible spelling errors in own writing, e.g. by circling or underlining doubtful wordsdiscusses strategies for spelling difficult wordsdeletes or adds words, adds information and rereads work to clarify meaningself-corrects words that do not look rightuses spell check as one strategy for checking spellingare (hare, mare, spare, stare, scare)years, never, minutes, finally, yelledPrefix: ‘after’ (following or behind) - afternoon, afterwards, aftershock.ai (aim, claim, chain, drain, stain)left, ready, even, looking, eyesMorphemic (suffix): ‘ing’ (continuous action) - running, walking, talking.ale (male, pale, stale, tale, whale)girls, person, tell, shouted, tenSpelling Rule: words ending in ‘e’ make the preceding vowel long - huge, pine, hope, tube.ake (cake, make, stake, brake, shake)while, which, tried, cool, throughPrefix: ‘bi’ (two or twice) - bicycle, bisect, biannualRevisionoke (poke, woke, smoke, stroke, spoke)before, right, knew, always, soonMorphemic (suffix): ‘er’ (comparative degree) - colder, faster, hotter.ow (cow, how, fowl, crown, crowd)wasn’t, everything, hair, each, screamedSpelling Rule: The consonants ‘f’, ‘l’ and ‘s’ are doubled at the end of most words of one syllable - sniff, dress, wallone (lone, clone, stone, drone, alone)bought, whole, stopped, getting, beenPrefix: ‘for’ (denial, from, away) - forbid, forgiven, forget. ose (rose, close, chose, those, suppose)hours, Saturday, parents, favourite, motherMorphemic (suffix): ‘est’ (superlative degree) - greatest, largest, slowest.Revisionea (head, read, bread, breath, leather)beautiful, replied, should, class, secondSpelling Rule: ‘q’ is generally followed by ‘u’ - quarter, quaint, quiz.ear (near, dear, fear, spear, beard)year, money, felt, happened, storyPrefix: ‘mid’ (in the middle of) - midair, midday, midnight.ice (mice, slice, price, twice, advice)suddenly, thought, heard, later, darkMorphemic (suffix): ‘ful’ (full of or filled) - cupful, beautiful, gracefulu-e (use, fuse, cube, tune, fume)light, scary, coming, great, teacherSpelling Rule: When ‘c’ or ‘g’ are followed by ‘a’, ‘o’ or ‘u’, they have a hard sound - colour, gone, gap, gumRevisionile (mile, file, while, smile, awhile)same, I’ll, police, quickly, loved, runningPrefix: ‘out’ (beyond) - outback, outfield, outline, outlook, outdoors.oe (toe, doe, tiptoe, potatoes, tomatoes)no one, most, movie, animals, babyMorphemic (suffix): ‘ern’ (denotes direction) - Northern, Western.ow (yellow, bellow, hollow, pillow, shadow)football, give, watch, white, stopSpelling Rule: When ‘c’ or ‘g’ are followed by ‘e’ or ‘i’ they usually have a soft sound - cent, ginger, cinema.ea (easy, plea, leave, squeak, weave)died, end, anything, cousin, monsterPrefix: ‘de’ (away from, reversal, separation, negation) - descend, defend, depart.Revisionou (south, couch, pouch, cloud, proud)used, excited, gone, shopped, togetherMorphemic (suffix): ‘ess’ (feminine words) - princess, lioness, actress.oi (oil, coil, soil, spoil, spoilt)under, walk, arrived, chocolate, daysSpelling Rule: ‘k’ is generally followed by ‘e’ or ‘i’- kettle, kitten, kept In a number of foreign words are used in the English language ‘k’ is followed by ‘a’ or ‘o’ e.g. kangaroo and koala. ir (dirt, birth, bird, third, whirl)both, decided, kept, nothing, doingPrefix: ‘mis’ (bad, wrong, fault) - misbehave, mishap, misspell.aw (saw, law, prawn, fawn, awful)open, wait, few, front, happilyMorphemic (suffix): ‘less’ (without) - lifeless, colourless, thoughtless. Revisionau (maul, haul, sauce, launch, taunt)than, stuff, any, having, forestSpelling Rule: ‘c’ and ‘k’ go together to end a short, one-syllable word containing a short vowel - black, truck, deck.ew (few, blew, chew, screw, threw)ground, space, window, eating, greenPrefix: ‘up’ (upwards) - uphill, uplift, upright. mb (comb, climb, thumb, bomb, limb)hole, drove, raining, breakfast, differentMorphemic (suffix): ‘ly’ (like, manner) - happily, loudly, sadly. wr (wrong, wreck, wrist, write, wrap)puppy, ride, sunny, giant, itsSpelling Rule: ‘k’ is always used on its own after a short vowel sound that is followed by a consonant - pink, donkey, thank. Revisionair (hair, stairs, chair, airport, repair)clothes, goal, brown, face, hearPrefix: ‘to’ (this) - tomorrow, today, tonight. dge (bridge, ridge, edge, hedge, lodge)hour, horse, kicked, race, stayMorphemic (suffix): ‘ed’ (past tense, furnished with or having) - talked, gifted, wanted.ou (ought, fought, bought, thought, brought)whose, who’s, against, either, althoughSpelling Rule: words are always spelt with a ‘k’ where a double vowel precedes the ‘k’ - speak, book, cloak. kn (knit, knot, knife, knee, know)however, of course, since, Australia, CanberraPrefix: ‘un’ (not, opposite, reverse) - unable, unclean, undone. Revisionwh (while, white, whip, whether, whistle)Sydney, Aboriginal, capital, history, principalMorphemic (suffix): ‘ty’ or ‘teen’ (ten) - fourteen, forty. igh (sigh, high, sight, right, bright)answer, question, sentence, half, litreSpelling Rule: After a short vowel sound we put ‘d’ before ‘ge’ to keep the short vowel short - edge, bridge, judge. tch (catch, match, scratch, fetch, pitch)metre, kilometre, earth, cycle, countryPrefix: ‘re’ (back or again) - recall, report, redo, recycle. shr (shrimp, shrink, shrank, shrunk, shriek)enough, recess, flavour, religion, neighbourMorphemic (suffix): ‘ship’ (rank, state of being) - lordship, friendship, premiership. RevisionStage 2 - Year 4Outcomes and IndicatorsPhonological KnowledgeVisual KnowledgeMorphemic or Etymological KnowledgeW2.11: ?Uses knowledge of letter-sound correspondences, common letter patterns and a range of strategies to spell familiar and unfamiliar words.spells high frequency words correctly in own writinguses known letter patterns when attempting to spell unknown wordswrites words containing less common digraphs and letter combinationsuses knowledge of familiar letter patterns when attempting to spell unknown wordsidentifies possible spelling errors in own writing, e.g. by circling or underlining doubtful wordsdiscusses strategies for spelling difficult wordsdeletes or adds words, adds information and rereads work to clarify meaningself-corrects words that do not look rightuses spell check as one strategy for checking spellingigh (sigh, high, sight, right, bright)which, whom, whatever, instead, unlessSpelling Rule: After a short vowel sound we put ‘t’ before ‘ch’ to keep the short vowel short - kitchen, sketch, scratch.wh (while, white, whip, whether, whistle)ahead, among, during, towards, thereforePrefix: ‘centi’ (one hundredth) - centimetre, centigrade, centipede. are (fare, stare, dared, spared, careful)though, whenever, address, dollar, angleMorphemic (suffix): ‘ble’ (capable of) - audible, edible, soluble. ear (bear, wear, wearing, hear, hearing)graph, length, equal, decimal, surfaceSpelling Rule: For words ending in ‘l’ the single consonant after the short vowel has been doubled before adding ‘l’. This is done to keep the short vowel short - battle, giggle, puddle. Revisionair (dairy, pair, stairs, aircraft, airport)dictionary, centre, choice, community, councilPrefix: ‘be’ (to make or do all over, by, near to) - befriend, beside, behind. tch (hatch, hatching, patch, patched, match)money, month, symbol, method, ingredientMorphemic (suffix): ‘dom’ (state, condition or domain) - kingdom, wisdom, freedom.tion (caption, traction, fiction, action, satisfaction)choice, breakfast, false, group, naughtSpelling Rule: ‘s’ or ‘z’ at the end is always followed by a silent ‘e’ - because, prize, surprise.bble (rabble, dabble, bubbles, squabble, babble)language, human, material, necessary, tomorrowPrefix: ‘dis’ (opposite, negation) - disable, disappoint, disapprove. Revisionttle (bottle, throttle, little, settle, rattle)health, none, dozen, history, oppositeMorphemic (suffix); ‘y’ (like, nature of) - dirty, sandy, smelly.o-e (close, smoke, froze, spoke, drove)office, breath, system, primary, featureSpelling Rule: When the sound of ‘ie’ says ‘ee’ then ‘i’ comes before ‘e’ except after ‘c’ when we write ‘ei’ - believe, shield, piece.i_e (drive, beside, thrive, wire, shire)children, straight, computer, special, messagePrefix: ‘di’ (twice) - dissect, dialogue, digraph.ea (beat, cheap, peace, scream, cheat)passenger, suitable, different, interest, furtherMorphemic (suffix): ‘ee’ or ‘ent’ (one who) - student, employee.Revisionai (paid, saint, remain, praise, grain)flora, fauna, habitat, animal, respectSpelling Rule: ‘ei’ says ‘ee’ after ‘c’ - receive, ceiling, perceive.au (cause, fraud, exhaust, naughty, applaud)calendar, colony, custom, instrument, importantPrefix: ‘kilo’ (1 000 times greater) - kilogram, kilojoule, kilobyte. silent h (honour, honest, ghost, ache, stomach)similar, thousand, without, attend, occupyMorphemic (suffix): ‘like’ (similar to) - wormlike, childlike. ew (chew, fewer, grew, threw, newest)yesterday, design, already, research, rememberSpelling Rule: To form the plural of most nouns we just add an ‘s’ - biscuits, solutions, bicycles.Revisionph (phone, orphan, photo, nephew, phantom)program, record, understand, estimate, escapePrefix: ‘post’ (after, behind) - postpone, postnatal, postdate. oi (boil, soil, coin, choice, noise)identify, multiply, breathe, laugh, subtractMorphemic (suffix): ‘an’ (of, having to do with) - historian, electrician, politician. silent k (knot, kneel, known, knuckle, knitting)mountain, coast, science, English, mathematicsSpelling Rule: Words ending in ‘ful’ form the plural in the usual way, by adding an ‘s’ - cupfuls, spoonfuls, handfuls. ow (yellow, sorrow, shown, fellow, barrow)kangaroo, platypus, kookaburra, koala, cockatooPrefix: ‘inter’ (among, between) - interview, interrupt, intercept.Revisionect (direct, effect, inject, select, defect)cylinder, prism, pyramid, hexagon, quadrilateralMorphemic (suffix): ‘ese’ (having to do with) Japanese, Burmese, Siamese. ness (business, quickness, laziness, closeness, brightness)muscle, oxygen, skeleton, heart, carbon dioxideSpelling Rule: Add ‘es’ to nouns that end in ‘ch’, ‘sh’, ‘o’, ‘s’, ‘x’ and ‘z’ to form the plural - echoes, watches, potatoes. silent w (wrist, wrote, wrong, whole, wrestle)vegetable, cauliflower, pumpkin, zucchini, bananaPrefix: ‘over’ (above, beyond) - overcast, overact, overcoat.er (baker, sister, mister, neither, allergic)enormous, gorgeous, amazing, weary, anxiousMorphemic (suffix): ‘fy’ (to make) - justify, magnify, horrify. Revisionou (pounds, amount, counter, fountain, trousers)furious, peaceful, themselves, happiness, televisionSpelling Rule: When a noun ends in ‘f’ or ‘fe’ we change the ‘f’ to ‘v’ and add ‘es’ to form the plural - calves, knives, yourselves. ound (sound, hound, mound, around, foundfaithful, strength, several, telescope, soldiersPrefix: ‘penta’ (five) - pentagon, pentagonal, pentathlon.qu (queue, queen, quite, quiet, liquid)trapezium, autograph, defence, astronauts, oppositionMorphemic (suffix): ‘ward’ (direction) - eastward, forward, downward, backwards.less (bless, worthless, lessons, tireless, useless)marathon, colour, village, income, manageSpelling Rule: Irregular plurals - many nouns form their plurals by changing their vowel or vowels - man - men, tooth - teeth, axis - axes.Revisiondge (badge, hedge, ledge, wedge, bridge)sausage, message, agreement, score, cushionPrefix: ‘oct’ (eight) - octagon, octopus, octagonal. silent b (comb, crumb, doubt, bomb, thumb)sneeze, scissors, interest, except, completedMorphemic (suffix): ‘ous’ (full of, marked by) - courteous, famous, righteous.ea (earn, early, pearl, heard, earned)disappointed, parallelogram, perimeter, geometry, verticesSpelling Rule: Some nouns have no singular form - trousers, scissors, tweezers.igh (sigh, fright, higher, plight, tighten)properties, strategies, radius, scientific, hygienePrefix: ‘pre’ (before, prior to) - prearrange, preface, predict.RevisionStage 3 - Year 5 (extension stage 2)Outcomes and IndicatorsPhonological KnowledgeVisual KnowledgeMorphemic or Etymological KnowledgeWS3.11: Spells most common words accurately and uses a range of strategies to spell unfamiliar words.spells needed words correctly with effective strategies for attempting and checking unknown wordsuses knowledge of word meanings as a spelling strategyconsistently makes informed attempts at spelling using a multistrategy approachuses knowledge of word parts, e.g. prefixes, suffixes, compound words, to spell unknown wordsuses knowledge of base words to construct wordsuses visual and phonological strategies such as recognition of common letter patterns and critical features of wordschecks own attempts using a dictionary or spell checkrecognises most misspelt words in own writing and uses a variety of resources for correctionuses a thesaurus to find synonyms when writingdemonstrates an awareness of the limitations of spell check features in word processing programsare (scare, aware, square, beware, prepare)commence, committee, community, accommodation, immediateMorphemic (suffix): ‘et’ and ‘ling’ (small, little) - duckling, piglet, cygnet.ure (future, picture, feature, fracture, creature)accompanied, account, accurate, accused, accidentSpelling Rule: When a short vowel is followed by more than one consonant, do not double the last letter before adding ‘ed’ or ‘ing’ - knock, knocked, knocking, inform, informed, informing. ect (bisect, select, reflect, inspect, perfect)apparently, appear, appearance, appetite, appreciatePrefix: ‘auto’ (self) - autograph, autobiography, autonomousle (able, single, stable, couple, trouble)character, chemist, choir, chorus, championMorphemic (suffix): ‘al’, ‘an’ and ‘ar’ (having the nature of) - Australian, floral, solar. Revisionain (main, brain, claim, contain, entertain)humorous, serious, previously, enormous, famousSpelling Rule: When a word ends in a silent ‘e’, drop the ‘e’ before adding ‘ing’ - escape - escaping, shine - shiningue (true, clue, issue, value, accrue)friendship, farewell, therefore, afterwards, otherwisePrefix: ‘ant and ‘anti’ (against) - anticlockwise, antivenom, antibiotic.ough (bough, trough, enough, though, thorough)possession, possible, necessary, successful, expression,Morphemic (suffix): ‘ance’, ‘ence’ (state of being, action) - appearance, confidence, defence.our (four, detour, armour, saviour, harbour)disappear, disappoint, discount, discovery, discussionSpelling Rule: When a word ends in a short vowel followed by a single consonant, double the last consonant before adding ‘er’, ‘ed’, and ‘ing’ stop, stopper, stopped, stopping.Revisionate (mate, state, relate, create, separate)collapse, collect, collision, excellent, especiallyPrefix: ‘ante’ and ‘anti’ (before in time) - antenatal, anterior, anticipate, antiquity.ew (blew, crew, knew, screw, threw)anniversary, announce, annoy, annual, connectionMorphemic (suffix): ‘ant’ or ‘ent’ (having quality of) - ignorant, vibrant, effervescent.ory (glory, story, victory, territory, directory)different, shuffle, difference, sufficient, sufferSpelling Rule: Verbs ending in ‘y’ keep the ‘y’ when ‘ing’ is added - hurry - hurrying, study - studying.oi (soil, joint, voice, avoid, embroider)punishment, parliament, ornament, excitement, employmentPrefix: ‘ex’ (former, out of) - exchange, excellence, exterior.Revisionau (cause, beauty, caution, August, applaud)environment, arrangement, experiment, government, amusementMorphemic (suffix): ‘ant’, ‘ar’, ‘er’ and ‘or’ (one who, that which) - assistant, teacher, actor. ow (clown, drown, browse, shower, disallow)frequent, consequently, equipment, requires, quantitySpelling Rule: When ‘full’ is added to the end of a word, drop one of the ‘l’s’ - useful, powerful, regretful.ed (invited, scared, divided, surprised, abolished)supplying, support, suppose, opportunity, oppositePrefix: ‘bene’ (well) - benefactor, beneficial, benefit.ery (fiery, every, bakery, recovery, machinery)wrapping, knowledge, February, foreign, receiptMorphemic (suffix): ‘ish’ ( quality, belong to) - childish, British, foolish. Revisionar (solar, similar, regular, circular, singular)patience, patient, signature, population, positionSpelling Rule: Words that end in ‘ay’, ‘ey’, ‘oy’ and ‘uy’ add ‘s’ to form the plural - valleys, convoys, trays.or (actor, victor, creator, collector, inspector)wharves, whistle, whisper, meanwhile, whalingPrefix: ‘contra’ and ‘counter’ (against, opposite) contradict, counteract, counterbalance. ily (noisily, angrily, cheerily, steadily, shabbily)yatch, weigh, verandah, wriggle, vehicleMorphemic (suffix): ‘ism’ (state of being, action) - heroism, Catholicism, baptism.al (trial, spiral, factual, cordial, personal)scenery, science, scrapped, sculpture, scaledSpelling Rule: Many nouns that end in ‘o’ preceded by a consonant have ‘es’ in the plural - echoes, heroes, potatoes.Revisionise (rise, wise, realise, advise, devise)mischief, mischievous, miserable, disease, disappointmentPrefix: ‘fore’ (before, front) - forearm, forewarn, forecast.en (sicken, shorten, broaden, sweeten, lengthen)eighth, either, neither, neighbour, reignMorphemic (suffix): ‘ive’ (relating to, able to) - native, supportive, attractive.silent g (sign, reign, resign, design, foreign)include, increase, influence, indigenous, informationSpelling Rule: Most adjectives add ‘ly’ to form the adverb - suddenly, carefully, properly. age (savage, voyage, package, carriage, marriage)examine, example, except, excursion, exercisePrefix: hexa (six) - hexagon, hexagonal, hexagram.Revisionion (friction, opinion, session, election, selection)ambulance, bandage, operation, emergency, hospitalMorphemic (suffix): ‘ist’ (concerned with) - biologist, scientist, geologist. ous (curious, famous, cautious, gracious, generous)principal, principle, practice, practise, rhythmSpelling Rule: When adding a ‘y’ to words do not drop the silent ‘e’ - safely, lovely, securely.ance (romance, entrance, abundance, annoyance, attendance)tomatoes, vegetation, product, growth, valleysPrefix: ‘circum’ (about, around) - circumference, circumstance.silent p (corps, tempt, empty, raspberry)autumn, drought, harbour, temperature, warmthMorphemic (suffix): ‘ic’ (belonging to) - athletic, poetic, public.Revisionsilent k (knot, knife, kneel, knight, knowledge)biscuit, cupboard, awkward, preferred, listenedSpelling Rule: Words that end in ‘y’ with a consonant immediately before it, change the ‘y’ into ‘i’ and add ‘ly’ - noisily, steadily, happily. silent s (isle, aisle, island, debris)calendar, column, circular, division, fractionPrefix: ‘multi’ (many) - multicultural, multipurpose, multitask.silent w (wrist, wrote, wrong, whole, wrestle)height, identical, intersect, measurement, methodMorphemic (suffix): ‘wise’ (direction of, manner) - lengthwise, likewise, otherwise.ph (phone, orphan, photo, nephew, phantom)obtuse, occurred, parallel, pattern, rhombusSpelling Rule: Nouns that end in ‘o’ immediately preceded by a vowel have their plurals ending in ‘s’ rather than ‘es’ - pianos, radios, scenarios.Revision ................
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