Shoal Bay Public School
Spelling
Kindergarten
Stage 1
Stage 2
Stage 3
ENe-5A demonstrates developing skills in using letters,
simple sound blends and some sight words to represent
known words when spelling
EN1-5A uses a variety of strategies, including knowledge
of sight words and letter–sound correspondences, to
spell familiar words
EN2-5A uses a range of strategies, including knowledge
of letter–sound correspondences and common letter
patterns, to spell familiar and some unfamiliar words
EN3-4A draws on appropriate strategies to accurately
spell familiar and unfamiliar words when composing
texts
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understand that initial approximations can lead to
correct formal spelling
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demonstrate growing awareness of how accurate
spelling supports the reader in understanding
written texts to read fluently
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spell unknown words phonetically with closer
approximations
know how to use onset and rime to spell words
(ACELA1438)
identify patterns in words leading to the
identification of word families
use and write beginning and ending sounds of
spoken words
know that letters are used to represent sounds
when writing words
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know that regular one-syllable words are made up
of letters and common letter clusters that
correspond to the sounds heard, and how to use
visual memory to write high-frequency
words(ACELA1778)
understand how to use digraphs, long vowels,
blends and silent letters to spell words, and use
morphemes and syllabification to break up simple
words and use visual memory to write irregular
words (ACELA1471)
recognise common prefixes and suffixes and how
they change a word's meaning (ACELA1455,
ACELA1472)
begin to understand how knowledge of word
origins supports spelling and vocabulary
Students develop and apply contextual knowledge
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understand how accurate spelling supports the
reader to read fluently and interpret written text
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understand how accurate spelling supports the
reader to read fluently and interpret written text
with clarity
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understand how to use banks of known words,
word origins, base words, suffixes and prefixes,
morphemes, spelling patterns and generalisations
to learn and spell new words, for example
technical words and words adopted from other
languages (ACELA1513, ACELA1514, ACELA1526)
understand that the pronunciation, spelling and
meanings of words have histories and change over
time (ACELA1500)
Understand and apply knowledge of language forms and features
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understand how to use strategies for spelling
words, including spelling rules, knowledge of
morphemic word families, spelling generalisations,
and letter combinations including double letters
(ACELA1485, ACELA1779)
recognise homophones and know how to use
context to identify correct spelling (ACELA1780)
understand how knowledge of word origins
supports spelling
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Respond to and compose texts
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use approximations and some conventional
spelling
attempt to spell unknown words using simple
strategies, eg segmenting
spell some common words accurately in their
own writing
vocalise or subvocalise words when trying to
write them
use plural form when spelling some words
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spell high-frequency and common sight
words accurately when composing texts
spell known words using letter names
isolate and write the initial, medial and final
sound of a word
exchange one letter in a written word with a
different letter to make a new word
use double consonants where appropriate, eg
'hopping'
begin to use a dictionary for spelling activities
and word meaning
recognise when a word is spelt incorrectly
use morphemic and phonological knowledge
when spelling
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use a variety of spelling strategies to spell
high-frequency words correctly when
composing imaginative and other texts
use morphemic, visual, syntactic, semantic
and phonological knowledge when
attempting to spell unknown words
discuss and use strategies for spelling
difficult words
experiment with spell check applications and
develop an awareness of the limitations of
their features in digital technology
use knowledge of alphabetical order to
locate information in texts, eg dictionaries,
glossaries
identify spelling errors in own writing and
unknown texts and provide correct
spelling
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recognise most misspelt words in their own
writing and use a variety of resources for
correction
integrate a range of spelling strategies and
conventions to accurately spell most words,
including words of many syllables, when
composing imaginative and other texts
use morphemic, visual, syntactic, semantic
and phonological strategies, eg recognition
of letter patterns of words, when composing
texts
demonstrate an awareness of the limitations
of spell check features in digital
communication
Shoal Bay Public School
Sequence of Sounds and Spelling Rules
Term 1
Week
1
Kindergarten
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
satip
sh
silent b
ai and ae for ai sound
double ss at the juncture
silent u
2
n c/k e h r
ch
silent w
a and a_e for ai sound
change the y to i and add
es
keep the y and add s
silent b and k
silent l
3
mdgou
th
silent k
e and ei for ee sound
contractions
silent n and p
silent t
4
l f b ai j
ng
wh
ie, y, igh for the ie sound
contractions
rh sound
5
oa ie ee or z
qu
ph
i, i_e for the ie sound
simple plurals
short vowel followed by
y
‘ea’ words
6
w ng v oo /oo y
ar
ea for ee
o, oa for the oa sound
‘qu’ words
ore for the or sound
7
x ch sh th/th qu
short vowels
soft c
ow, o_e for the oa sound
words ending in ch add
es
ending in s, x, sh add es
change y to ed
prefix uni - one
8
ou oi ue er ar
short vowels
soft g
ue, ew and ou for oo
sound
3 syllables with –tic suffix
prefix bi - two
9
revision
ff
wa for wo
ui, u for oo sound
ending in y, change to i
add es when there is no
vowel
revision
revision
revision
Term 2
Week
1
Kindergarten
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
cvc
ll
ou for u
n for ng sound
prefix ab-
th sound
prefix en – and in-
2
cvc
ss and zz
air
eer for ear sound
prefix ad- and di-
tion sound
prefix com-
3
cvc
ck
ch for k
ey for ai sound
prefix ed- and de-
air sound
prefix fore-
4
cvc
vowels
ai sound
soft g
prefix be- and up-
Prefix -mis
prefix trans-
5
cvc
a_e long vowel
ee sound
soft c
prefix re-
ly sound
suffix -ssion
6
cvc
i_e long vowel
ie sound
ear, or,oar for er sound
ought and aught for ort
gh sound
suffix - ious
7
cvc words starting and
ending with sh
cvc words starting and
ending with ch
cvc words starting and
ending with th
o_e long vowel
oa sound
s for z sound
ould
are sound
suffix - ual
u_e
ue sound
se and ze for z sound
u for ue
ph sound
suffix - cial
wh
k
homophones
a for ar
revision
revision
8
9
our for the or sound
Shoal Bay Public School
Sequence of Sounds and Spelling Rules
Term 3
Week
1
Kindergarten
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
ccvc
ay
er
ve for the v sound
prefix fore- and trans-
ending in ch add es
2
focus ck
ea
oi
ar for the or sound
que for the c sound
3
ccvc
igh
ou
word origins
ssion and tion for shon
I comes before e except
after c
double final consonant
before adding ed, ing
two syllable word with
dipthong a
4
focus qu
y saying i
or
tch for the ch sound
y for I sound
5
cvcc
ow
ey
ci for the sh sound
suffix –ual and -cial
silent b at the end of the
word
words ending in al
6
focus ng
ew
y at the end
el and al for the l sound
a for o sound
words ending in -ise
7
ccvc / cvcc words
ou
silent h
ure
suffix – ible and -able
soft c in words
8
ccvc / cvcc words
ow
silent c
ol il for the l sound
ph and gh for f
hard g in words
9
blends
oi
are for air
our for the er sound
suffix -ary
silent n on the end
ending in y, change to i
add es when there is no
vowel
words ending with y and
a vowels add s
some words ending with
f change to v before
adding es
some words form plurals
by changing vowels or
adding en
some words end in o
only add s
some words ending in o
add es
revision of plurals
Term 4
Week
1
Kindergarten
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
ai ay a-e
oy
ear for air
word building
air and are
prefix -under
prefix –inter
2
ee / ea
or
tion
oor for the or sound
ear and ere
prefix -tele
prefix –super
3
ie / y / i-e
al
sion
silent g
suffix -ance
suffix -hood
4
oa / ow / o-e
nk
ei for eigh
u for the oo sound
suffix -ence
suffix -ship
5
ou / or
er
o for u
dge for the j sound
suffix -age
suffix -ist
suffix –ar
suffix -er
suffix -or
homophones
homophones
6
ar / ue
ir
ture
que for c sound
suffix -al
homophones
homophones
7
oo/oo
ur
ie for ee
our for the er sound
suffix -ex
contractions
contractions
8
oi / oy
au
ore
homonyms
ore for the or sound
contractions
contractions
9
er / ir / ur
aw
le
homonyms
suffix -ious
revision
revision
ending in s, x, sh add es
Shoal Bay Public School