Powerfullearningaccountableteaching.weebly.com



Kindergarten: Aspect: Spelling Metric: Continuum Markers/Syllabus ContentTerm 1Term 2Term 3Term 4Week 5Week 10Week 5Week 10Week 5Week 10Week 5Week 10Zone of High Performance4+ markers9+ markers14+ markers18+ markers25+ markers30+ markers32+markers32 markers + 5 Yr 1 markersZone of Expected Achievement2-3 markers6-8 markers10-13 markers14-17 markers18-24 markers21-29 markers24-32 markers25-32 markersConsolidation of markersEducationally at RiskTier 1 Intervention1 marker3-5markers5-9 markers7-13 markers9-17 markers11-20 markers13-23 markers15-24 markersTier 2 Intervention0 markers0-2 markers0-4 markers0-6 markers3-8 markers5-10 markers7-12 markers9-14 markersTier 3 Intervention0-2marker0-4markers0-6markers0-8 markersKindergarten Markers/Content- SpellingTerm 1Term 2Term 3Term 4W5W10W5W10W5W10W5W101Identifies one letter that is the same in two words (1)2Identifies some letter names eg first letter of own name (1)3Notices that some words rhyme in verses rhymes and jingles (1)4Consistently identifies words that rhyme (1)5Begins to identify words that start with the same sound (2)6Identifies some letters that are the same in more than one context (2)7Identifies two or more letters that are the same in words (2)8Writes approximate letters for some sounds (2)9Segments spoken, multisyllabic words into syllables when clapping. (2)10Identify all letters that are the same in more than one context (3)11Names most letters in a given word (3)12Says some of the sounds for letters in a given word (3)13Writes letters to correspond to single letter sounds (3)14Consistently identifies words that start with the same initial sound. (3)15Orally blends two and three sounds to make a word (3)16Provides a word starting with a given sound (3)17Segments words orally into onset and rime (3)18Segments one syllable words (up to three sounds) into separate sounds (3)19Names all letters in a word (4)20Says most sounds in a given word (4)21Spells unknown word phonetically with most letters in the correct sequence (4)22Recognises, says and writes names and common sounds of the alphabet (4)23Says the new word when asked to delete one phoneme (4)24Says the new word by adding a phoneme to an existing word (4)25Understand that initial approximations can lead to correct formal spelling26Spells unknown words phonetically with closer approximations27Know how to use onset and rime to spell words28Identify patterns in words leading to the identification of word families29Use and write beginning and ending sounds of spoken words30Know that letter are used to represent sounds when writing words31Use approximations and some conventional spelling32Attempt to spell unknown words using simple strategies eg. segmenting33Spells some common words accurately in their own writing34Vocalise of subvocalise words when trying to write them35Use plural form when spelling some words36Encoding unfamiliar words by using their developing knowledge of phoneme-grapheme relationships- Recognise most sounds, Recognise different ways of representing the same sound, Apply sound letter relationships 37Encoding unfamiliar by using their developing knowledge of morphology to write word endings correctlyYear 1: Aspect: Spelling Metric: Continuum Markers/Syllabus ContentTerm 1Term 2Term 3Term 4Week 5Week 10Week 5Week 10Week 5Week 10Week 5Week 10Zone of High Performance3+ markers5+ markers8+ markers11+ markers14+ markers16+ markers18+ markers18+ 5 Yr 2 markersZone of Expected Achievement2 markers3-4 markers6-7 markers9-10 markers12-13 markers14-15 markers17-18 markers18 markers Consolidation of markersEducationally at RiskTier 1 Intervention1 marker2 markers4-5 markers6-8 markers8-11 markers9-13 markers10-16 markers11-17 markersTier 2 Intervention0 markers1 markers2-3 markers3-5 markers4-7 markers5-8 markers6-9 markers7-10 markersTier 3 Intervention0-32 Kinder markers0 markers0-1 markers0-2 markers0-3 markers0-4 markers0-5 markers0-6 markersYear One Markers/ Content - SpellingTerm 1Term 2Term 3Term 4W5W10W5W10W5W10W5W101Blends initial consonants with common vowel patterns and word families. (5)2Attempts to read more complex words using letter sound knowledge. (5)3Uses knowledge of letter clusters and vowel diagraphs to spell unfamiliar words. (5)4Says the new word when one phoneme is substituted for another (phoneme substitution) (5)5Segments sounds in consonant clusters to spell unfamiliar words (6)6Uses familiar words and letter clusters to decode words when reading (6)7Manipulates phonemes (add, delete and swap) to generate new words, e.g. swap the /p/ in spin to /k/ (6)8Applies knowledge of base words to build word families e.g. move, moving, remove. 9identify word origins to understand the meaning of unfamiliar words10Independently uses a range of classroom print resources to enhance vocabulary. E.g. topic word lists, labels etc.11Accurately spells an increasing number of high frequency and topic words12Knows and writes regular one-syllable words which are made up of letters and common letter clusters that correspond to the sounds heard. e.g. (bl, st)13Demonstrate growing awareness of how accurate spelling supports the reader in understanding written text to read fluently14Knows the names and most common sounds for all single letters15Use rime analogy to spell new words, eg hop, mop.16understand how to use diagraphs, long vowels, blends and silent letters to spell words17use morphemes and syllabification to break up simple words and use visual memory to write irregular words18recognise common prefixes and suffixes and how they can change a words meaningYear 2: Aspect: Spelling Metric: Continuum Markers/Syllabus ContentTerm 1Term 2Term 3Term 4Week 5Week 10Week 5Week 10Week 5Week 10Week 5Week 10Zone of High Performance3+ markers5+ markers8+ markers11+ markers14+ markers17+ markers20 + markers23+ markersZone of Expected Achievement2 markers3-4 markers6-7 markers7-10 markers11-13 markers14-16 markers15-19 markers16-23 markersConsolida-tion of markersEducationally at RiskTier 1 Intervention1 markers2 markers4-5 markers5-6 markers7-10 markers8-13 markers9-14 markers12-15 markersTier 2 Intervention0-markers1 markers2-3 markers3-4 markers4-6 markers6-7 markers7-8 markers8-11 markersTier 3 Intervention0-18 Yr 1 markers0 markers0- 1 markers0-2 markers0-3 markers0-5 markers0-6 markers0-7 markersYear Two Markers/ Content - SpellingTerm 1Term 2Term 3Term 4W5W10W5W10W5W10W5W101Recognises that common suffixes in words can be different sounds, e.g. wanted, talked. (7)2Understands that sounds can be represented in various ways when spelling words, e.g. meet, meat. (7)3Knows common sounds for vowel diagraphs. (8)4Uses syllabification when spelling. (8)5Recognise common prefixes and suffixes and how they change a word’s meaning6Recognise common consonant diagraphs (sh, ch, wh, ph)7Recognise common vowel diagraphs (ea, ar, ay, er, or)8Recognise consonant blends (spl, str)9Recognise long vowel sounds (the silent e)10Recognise silent letters and less common sound/letter combinations11Spell unknown words using developing visual, graphophonic and morphemic knowledge12Recognise when a word is spelt incorrectly13Uses morphemes to break up simple words14Uses visual memory to write irregular words15Segments consonant blends cc (s-p-ot) and ccc (s-p-l-it) to show awareness of identity of separate phonemes. (tr-, dr-, -mp, -nt, -nd and –nk may need extra explanations, with attention to how they are formed in the mouth)16Blend single sounds to form a spoken word ccvc (slip, clock, sneeze) ccvc (desk, lunch) cccvc (street) ccvcc (crust)17Exchange one letter in a written word with a different letter to make a new word18Spell high frequency and common sight words accurately when composing texts19Spells known words using letter names20Isolate and write the initial , medial and final sound of a word21Uses knowledge of word identification strategies including blending, segmenting and letter patterns when spelling22Begin to understand word origin and how it supports spelling and vocab23Begin to use a dictionary for spelling activities and word meaning ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download