Year 1 Assessment
Literacy Checkpoints ─ June
Spelling search
Writing and Creating
Contents
Purpose .......................................................................................... 3
June assessment focus ...................................................................................... 3
Before implementing ..................................................................... 3
Suggested times................................................................................................. 3
Suggested teaching and learning ....................................................................... 4
Catering for diversity .......................................................................................... 5
Teacher preparation ........................................................................................... 6
Resources .......................................................................................................... 6
Implementing ................................................................................. 8
Making judgments ....................................................................... 12
Using data to inform future directions ....................................... 12
Appendix A: Looking for patterns .............................................. 13
Appendix B: Observations — identify and explain
patterns ................................................................................. 15
Appendix C: Favourite patterns ................................................. 16
Appendix D: Spelling search class checklist ............................ 17
Appendix E: Word sort ................................................................ 18
Purpose
The assessments within the checkpoints have been designed to be implemented within
everyday classroom practice. They provide opportunities for children to demonstrate the
indicators within learning areas.
Assessment of young children is an integral part of the learning–teaching process and is
not a separate activity.
Assessment involves the purposeful, systematic and ongoing monitoring of children’s
learning. The information gathered is used for future planning and to make judgments
about a child’s learning.
June assessment focus
June is the second monitoring point in the Year 1 Assessment: Literacy and Numeracy
Checkpoints.
Note: Throughout the assessment, sound and letter patterns are referred to as “patterns”.
There are two literacy assessments for June. This assessment and the indicators it targets
are indicated in bold text in the table below.
June assessments
Targeted numeracy indicators
Spelling search —
Writing and Creating (WC)
The diverse family —
Viewing and Reading (VR)
Writing and Creating (WC)
WC 1 xiii
WC 1 xiv
VR 1 i
VR 1 iii
VR 1 iv
VR 1 vii
VR 1 viii
WC 1 ii
WC 1 v
WC 1 vi
WC 1 xiii
WC 1 xiv
Before implementing
Suggested times
Section
Suggested times
1
15–30 minutes — small groups working independently
2
15 minutes — small groups working independently
3
15 minutes — whole class working independently
4
2–3 minutes per individual interview
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3
Suggested teaching and learning
Children need multiple opportunities to engage with all aspects of the targeted indicators
before this assessment.
Children should explore and develop metalanguage (language to talk about spelling
patterns) when learning and using spelling startegies. It is important for teachers to use
specific terms related to these patterns during teaching and learning, such as short-vowel
patterns, long-vowel patterns.
Target literacy
indicator
Suggested teaching and learning
WC 1 xiii
Spell:
 high-frequency sight
words and familiar
words correctly
 consonant–vowel–
consonant words
 words containing
known base words
and word endings
Teachers:
 highlight the purpose of high frequency and familiar words in
texts by playing oral word games where high frequency words
are omitted or emphasised
 create a Word Wall from texts read in the classroom, sort the
words into groups based on particular patterns or word
families, add add to it regularly, e.g. Group 1 — high-frequency
words, Group 2 — topic-related words, Group 3 — particular
patterns or word families
 identify different patterns within words in texts read in the
classroom. Remove those words from the text and discuss
them in relation to the patterns used by the author, e.g. these
were used to create a rhyming text; these were used to
describe. Display them on a chart in the classroom or compile
them into a class book, e.g. Patterns uncovered
 collaboratively write silly sentences. Try to incorporate as many
consonant–vowel–consonant (cvc) patterns and spelling
patterns as possible, e.g. The fat cat sat on the mat and ate a
rat
 discuss spelling rules. Explain that these rules do not apply to
every word that sounds like it has that pattern and identify
some of the anomalies
 provide opportunities for children to explore and attempt to
write words that emphasise patterns, including consonant and
vowel patterns (blends) across a range of learning area texts
 model ways to identify and record spelling patterns, particularly
short vowels in rhyming patterns within single-syllable words;
and digraphs, blends and short vowels in single-syllable words
 plan activities where children explore spelling patterns using
multiple senses, e.g. visually box and trace patterns, orally
accentuate and elongate vowel and consonant sounds, trace
and form words and letters physically
 explore rhyme and spelling patterns in spoken words using
games, poems and raps
 play word-sorting games with children beginning with only two
patterns, e.g. “oo” words and rhyming the pattern of “eet”.
Describe why they have sorted the words in such a way (use
the term “pattern”)
 practise finding words with specific patterns in publications
such as books, magazines, catalogues and newspapers and
use these patterns in creating a range of text types
 create lists, spelling journals and dictionaries (class and
personal) to use when writing
 create word searches and mazes using a variety of spelling
patterns
WC 1 xiv
Spell unfamiliar words
using:
 phonological
knowledge and
sound–symbol
relationships
 short vowels and
simple long-vowel
patterns by listening
for rhyming patterns
 regular spelling
patterns, including
common vowel and
consonant digraphs
and consonant
blends
 common letter
clusters and
morphemes in word
families
 analogies and
connections with
known words
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Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: Spelling search
Examples of sound and letter patterns
Note: These are examples only. They do not constitute a list of patterns that children in
Year 1 must learn.
Short-vowel patterns
hat, big, fox, bug, hen, ham, had, hat
Note: Short-vowels can also be represented when
listening for rhyming patterns in single-syllable words.
Consonant-vowel-consonant pattern
hat, fox, bug, dish, that, chin, whip, moth
Note: Consonant-vowel-consonant words have shortvowel patterns (as above) and can include digraphs
such as “th” and “sh” as these constitute one sound
within single-syllable words.
Simple long-vowel patterns
meat, late, green, mice, boat, tube, look
Rhyming word patterns
fish, wish, dish
drink, sink, pink
jump, lump, bump
ship, lip, slip
Common letter clusters
ch-, sh-, th-, wh-, -ing, -ll, -ck (blends), tr, sl, br, str
Short vowel patterns by listening for
rhyming patterns
mat, cat, hat, sat, flat
_eg, _og, _an, _op
Simple long-vowel patterns by
listening for rhyming patterns
_ook, _eat
Vowel and consonant digraphs
ai, ea, ee, oa, oo/ ch, th, sh, ng, ll, ck
Consonant blends
Initial: cr, fl, dr, bl, br, dr, gl, gr, pl, tr
Final: rt, lt, nd, nt, sk
Catering for diversity
Inclusive strategies enable a learner with disabilities to participate in learning experiences
on the same basis as a learner without disabilities. This is achieved by making adjustments
to the delivery or mode of assessment, without changing the way the assessment is judged
or marked.
A teacher makes required adjustments to teaching, learning and assessment to enable a
student with disabilities to demonstrate knowledge, skills or competencies (Disability
Discrimination Act 1992 and Disability Standards for Education 2005 Cwlth).
Specific adjustments in Spelling search may include:
 demonstrating their knowledge of patterns orally
 individual discussions
 scribing for individual children
 using alternative recording materials such as letter bricks and/or magnetic letters,
playdough or shaving cream
 using technology to record patterns
 providing access to environmental cues within the classroom. Children use this strategy
when creating texts. Note children’s use of environmental print in observations.
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Teacher preparation
This assessment should be completed by the end of June, although some children may be
ready to be assessed earlier than June.
Familiarise yourself with the assessment by:
 reading the entire document
 noting the highlighted aspect of each indicator that is the focus of the assessment
 noting the specific evidence that you will be looking for within each section.
Plan for implementation by preparing the necessary resources and considering the
following questions:
 How will I implement this assessment within my regular teaching program?
 What additional support will I require?
Children complete Sections 1 and 2 working independently in small groups (2–4 children).
Teachers gather anecdotal evidence of children’s comments and written demonstrations of
the targeted indicators.
After completing Sections 1 and 2, analysing evidence and making judgments, teachers
may choose to implement the final two sections with only those children who require further
opportunity to demonstrate the indicators. All four sections do not have to be completed by
all children if teachers are confident about their judgments.
Note: Appendixes A and C are optional. Teachers may choose to use blank paper or
design their own recording tool.
Resources
Teachers will need the following resources when implementing this assessment:
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Section
Resources
1
 a range of print and online texts appropriate to Year 1:
 newspapers
 books, e.g. poetry, rhyming picture books
 magazines
 catalogues
Note: Ensure the texts are not too text dense and use an appropriate font and
size. Newspapers and magazines may need to be enlarged and copied. The
sample resources need to contain plenty of examples of the identified word
patterns to eliminate frustration for children.
 Appendix A: Looking for patterns
Make one copy per child.
 Appendix B: Observations — identify and explain patterns
Optional:
 Appendix D: Spelling search class checklist
2
 cardboard or paper to create bundles of word cards,
Create the word cards using words the children identified in Section 1,
ensuring there is the same number and variety of patterns as children
 Appendix B: Observations — identify and explain patterns
 Appendix E: Word sort. One copy for each child
3
 Appendix C: Favourite patterns. Choose three favourite patterns. One copy
for each child
Optional:
Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: Spelling search
 Appendix D: Spelling search class checklist
4
 Appendix B: Observations — identify and explain patterns
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Implementing
Note: The highlighted text shows the part of the indicator being assessed. Learning experiences should be developed for the entire indicator.
Section 1. Word hunt
WC 1 xiii
Suggested implementation
Source of evidence
Spell:
 high-frequency sight words
and familiar words
correctly
 consonant-vowelconsonant words
 words containing known
base words and word
endings
Say:
“We are going on a Word Hunt to find patterns. You can look for words in
newspapers and magazines, in books, on the internet, on billboards and
posters.”
1. Organise children into small groups of two to four.
2. Read the activity aloud — Appendix A— and explain the task. Give
each child a copy of Appendix A.
3. Provide children with print and online texts from a range of sources.
Children:
 select four patterns from the list in Appendix A
 record their selected patterns in the first column in Appendix A
 search the sources for words with the selected patterns
 record the words they find beside each of the patterns.
 talk as a whole class about the patterns they chose and the words they
found
 write a word of their own using the identified pattern in the “my word”
column
Note: During the Word Hunt, and while sharing their patterns with the
class, children may demonstrate their understandings of particular
patterns and apply them to spelling other less familiar words. This
evidence is recorded anecdotally in Appendix B.
Children’s responses:
 recorded on Appendix A
 to questions about the patterns they
found in words
 explaining and describing spelling
patterns
 writing “my word” using the identified
pattern
WC 1 xiv
Spell unfamiliar words using:
 phonological knowledge
and sound–symbol
relationships
 short vowels and simple
long-vowel patterns by
listening for rhyming
patterns
 regular spelling patterns,
including common vowel
and consonant digraphs
and consonant blends
 common letter clusters and
morphemes in word families
 analogies and connections
with known words
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Prompt:
If patterns in words are not identified, say a pattern and invite the child to respond
with a word that rhymes with this pattern, e.g. c-at, (s-at, m-at, r-at). A child’s
spelling attempts and approximations provide valuable evidence.
Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: Spelling search
Resources
 a range of print and online texts
 Appendix A: Looking for patterns
 Appendix B: Observations — identify
and explain patterns
Optional:
 Appendix D: Spelling search class
checklist
Suggested time
15–30 minutes — small groups working
independently
Section 2. Sorting bundles of words into patterns
WC 1 xiii
Suggested implementation
Source of evidence
Spell:
 high-frequency sight
words and familiar words
correctly
 consonant–vowel–
consonant words
 words containing known
base words and word
endings
Create word cards using words the children identified in Section 1,
ensuring there is the same number and variety of patterns as children
Say:
“This is a word sorting game. You are going to sort words into groups and
explain why you made those choices.”
1. Demonstrate how to sort one set of words and how to play the game.
2. Distribute a bundle of words for each group of two–four children
Children:
 work in groups to sort bundles of words into patterns. The group may
play the game two or three times, sorting using different patterns
 take turns individually explaining one of the patterns their group has
found.
Ask: “Why did you put all of those words together?”
3. Teachers’ record evidence of children’s descriptions and explanations
in Appendix B.
4. Children select one pattern (or more) they have found and write a list of
other words with that same pattern.
Children:
 describe and talk about their
understanding of spelling patterns
when they describe why they have
sorted words in particular ways
 identify words
 write a list of words with the pattern
they have chosen
WC 1 xiv
Spell unfamiliar words using:
 phonological knowledge
and sound–symbol
relationships
 short vowels and simple
long-vowel patterns by
listening for rhyming
patterns
 regular spelling patterns,
including common vowel
and consonant digraphs
and consonant blends
 common letter clusters
and morphemes in word
families
 analogies and
connections with known
words
Resources
 bundles of words (on cards or paper)
 Appendix B: Observations — identify
and explain patterns
 Appendix E: Word sort
Suggested time
15 minutes — small groups working
independently
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Section 3. My patterns
WC 1 xiii
Suggested implementation
Source of evidence
Spell:
 high-frequency sight
words and familiar words
correctly
 consonant–vowel–
consonant words
 words containing known
base words and word
endings
1. Provide children with Appendix C.
2. Discuss and explain how to use the table in Appendix C. Model a way
of filling out or using the table. Explain that the choices made must
“make sense” and not be nonsense words.
3. Children:
 individually choose three patterns to write at the top of the table.
 discuss their choices (Note: the teacher may want to confirm the
choices at this stage.)
 write at least five words for each pattern.
Questions: What is that pattern? How is that pattern made? How did you
work out how to spell the other words?
Optional:
 Appendix D: Spelling search class checklist.
4. Teachers complete Appendix D: Spelling search class checklist using
all of the evidence gathered.
Children:
 independently identify and
demonstrate known patterns and
spelling strategies in their attempts to
write words.
WC 1 xiv
Spell unfamiliar words using:
 phonological knowledge
and sound–symbol
relationships
 short vowels and simple
long-vowel patterns by
listening for rhyming
patterns
 regular spelling patterns,
including common vowel
and consonant digraphs
and consonant blends
 common letter clusters
and morphemes in word
families
 analogies and
connections with known
words
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Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: Spelling search
Resources
 Appendix C: Favourite patterns
Optional:
 Appendix D: Spelling search class
checklist.
Suggested time
15 minutes — whole class, working
independently
Section 4. Reflection/interview (optional)
WC 1 xiii
Suggested implementation
Source of evidence
Spell:
 high-frequency sight words
and familiar words correctly
 consonant–vowel–
consonant words
 words containing known
base words and word
endings
Explain that this interview is to help find out how children work out words.
Say: If you had to tell someone else how to spell words, what would you
say?
Ask: Finish this sentence for me. “When I write and spell words I
try to ______”.
Record each child’s response on Appendix B.
Prompt: How did you know this pattern? Refer back to previous columns
on the observation record.
How did you know how to spell these other words?
Children:
 describe and explain known spelling
strategies in their reflection
WC 1 xiv
Spell unfamiliar words using:
 phonological knowledge
and sound–symbol
relationships
 short vowels and simple
long-vowel patterns by
listening for rhyming
patterns
 regular spelling patterns,
including common vowel
and consonant digraphs
and consonant blends
 common letter clusters and
morphemes in word
families
 analogies and connections
with known words
Resources
 Appendix B: Observations — identify
and explain patterns
Suggested time
2–3 minutes per individual interview
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Making judgments
Teachers make judgments by matching evidence in each child’s response to the indicators
being assessed. The indicator is either demonstrated or not demonstrated.
Teachers record judgments using Appendixes A–D.
An annotated work sample of a child’s achievement of the targeted indicators is available
on the QSA website <www.qsa.qld.edu.au/11740.html>.
Teachers tick the indicator on the Data analysis assessment record (DAAR) only when the
targeted indicator has been achieved.
Using data to inform future directions
Teachers use the class data recorded on the DAAR and individual children’s profiles to
inform future directions for teaching and learning.
When using the DAAR, teachers identify indicators that need further teaching for:
 the whole class
 small groups of children
 individual children.
The Future Directions resource (available on the QSA website at
<www.qsa.qld.edu.au/11740.html>) provides suggested additional teaching and learning to
develop children’s understanding of the targeted indicators.
Children who have not achieved the highlighted aspects of the targeted indicators in the
June assessments should be given opportunities to be explicitly taught the indicators not
yet achieved. Children who have achieved the expectations of the targeted indicators in the
June assessments should be given opportunities to extend and strengthen their learning by
engaging with the indicators at the next level.
12 | Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: Spelling search
Appendix A: Looking for patterns
You’re going on a Word Hunt.
Look for words that have the same patterns.
Short-vowel pattern
_a_
_e_
_i_
Simple long-vowel pattern
a_e
i_e
u_e
_ee_
_o_
_oa_
_u_
_ea_
_oo_
Common letter patterns
sh, th, ch, wh
ing
ck
ll
Blends, e.g.
tr, sl, br, str,
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My patterns
e.g. _a_
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Words I found
hat
back
Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: Spelling search
My word
mash
Appendix B: Observations — identify and
explain patterns
Name
Pattern
identified
Explanation of
pattern
When I write and spell words
I try to:
e.g. Sam
at
“at” makes the
sound at the end
of “cat” and “hat”,
and helps me to
spell words that
rhyme like “pat”,
“that”, “rat”
Child: … hear the sounds and
think about the letters that make
the sounds.
I can think about other words that
I know with the same rhyme.
Sometimes I know that two letters
make a sound so I use those.
Teacher: Which two letters?
C: “o-o” says “oooooo”
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Appendix C: Favourite patterns
Choose your three favourite patterns
Write them here:
Example
My
favourite
Pattern 1
My
favourite
Pattern 2
My
favourite
Pattern 3
at
Words I can Words I can
spell with the spell with the
pattern:
pattern:
Words I can
spell with the
pattern:
Words I can
spell with the
pattern:
rat
mat
cat
hat
that
sat
Words I can use in a sentence:
16 | Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: Spelling search
Appendix D: Spelling search class checklist
Names
Beginning
consonants
Final
consonants
Short- vowel
patterns
Consonant
digraphs
(sh)
Consonant
blends (st)
Identified sound
and letter
patterns
independently
Developed
cvc words
from a
pattern
Other
spelling
strategies
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Appendix E: Word sort
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cake
bake
make
look
book
cook
boat
coat
float
duck
truck
meet
seat
feet
toy
boy
hat
cat
mat
car
jar
far
play
day
say
shell
bell
cub
rub
cut
but
bike
kite
bite
drop
stop
Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: Spelling search
Queensland Studies Authority
154 Melbourne Street, South Brisbane
PO Box 307 Spring Hill
QLD 4004 Australia
T +61 7 3864 0299
F +61 7 3221 2553
www.qsa.qld.edu.au